Fractions, Decimals, and the Common Core

Autor/in	Kreith, Kurt
Titel	Fractions, Decimals, and the Common Core
Quelle	In: Journal of Mathematics Education at Teachers College, 5 (2014) 1, S.19-25 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2156-1400
Schlagwörter	Fractions; Arithmetic; Mathematics; Mathematics Instruction; State Standards; Influence of Technology; Educational Technology; Grade 7; Middle School Students; Common Core State Standards; Mathematics Education; Teaching Methods; Modern Mathematics; Numbers; Equations (Mathematics); Mathematical Formulas + Suchen Sie Ihr Suchwort? Bruchrechnung; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Mathematik; Mathematics lessons; Mathematikunterricht; Unterrichtsmedien; School year 07; 7. Schuljahr; Schuljahr 07; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Common core curriculum; Curriculum; Kerncurriculum; Mathematische Bildung; Teaching method; Lehrmethode; Unterrichtsmethode; Zahlenraum; Equations; Mathematics; Gleichungslehre; Mathematische Formel
Abstract	At grade 7, Common Core's content standards call for the use of long division to find the decimal representation of a rational number. With an eye to reconciling this requirement with Common Core's call for "a balanced combination of procedure and understanding," a more transparent form of long division is developed. This leads to the formulation of long division as a "recursive relation" and to more incisive insights into fractions and decimals than are typically developed as part of the school curriculum. The role of technology and some modern applications are explored. (As Provided).
Anmerkungen	Program in Mathematics and Education, Teachers College, Columbia University. 525 West 120th Street Box 210-M, New York, NY 10027. Web site: http://www.tc.columbia.edu/jmetc
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01