Mediants Make (Number) Sense of Fraction Foibles

Autor/in	McDowell, Eric L.
Titel	Mediants Make (Number) Sense of Fraction Foibles
Quelle	In: Mathematics Teacher, 110 (2016) 1, S.18-24 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0025-5769
Schlagwörter	Leitfaden; Unterricht; Lehrer; Fractions; Number Systems; Number Concepts; Numbers; Addition; Mathematical Formulas; Problem Solving; Teaching Methods; Mathematics Activities; Mathematics Skills; Demonstrations (Educational); Middle School Students + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Bruchrechnung; Number system; Zahlensystem; Number concept; Zahlbegriff; Zahlenraum; Mathematische Formel; Problemlösen; Teaching method; Lehrmethode; Unterrichtsmethode; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Demonstrationsexperiment; Demonstrationsmodell; Demonstrationsunterricht; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin
Abstract	By the time they reach middle school, all students have been taught to add fractions. However, not all have "learned" to add fractions. The common mistake in adding fractions is to report that a/b + c/d is equal to (a + c)/(b + d). It is certainly necessary to correct this mistake when a student makes it. However, this occasion also presents a valuable opportunity to enhance the student's mathematical confidence while also strengthening the student's number sense. Rather than placing all the emphasis on why the formula produces wrong answers, teachers should also acknowledge that the student has "invented" an operation that is both useful and interesting. The student will be proud and intrigued to learn that the operation has utility in geometry, statistics, calculus, and other areas. This article offers examples and activities that explore properties of the mediant and can be used to strengthen weaker students' basic numerical skills while honing the problem-solving abilities of the best and brightest. (ERIC).
Anmerkungen	National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191. Tel: 800-235-7566; Tel: 703-620-9840; Fax: 703-476-2570; e-mail: NCTM@nctm.org; Web site: http://www.nctm.org/publications/mathematics-teacher/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01