Why Don't We Just Divide across?

Autor/inn/en	Newton, Kristie J.; Sands, Janice
Titel	Why Don't We Just Divide across?
Quelle	In: Mathematics Teaching in the Middle School, 17 (2012) 6, S.340-345 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1072-0839
Schlagwörter	Preservice Teachers; Problem Solving; Word Problems (Mathematics); Teaching Methods; Middle School Students; Thinking Skills; Learning Strategies; Arithmetic; Mathematics Instruction; Mathematics Education; Grade 6; Learning Problems + Suchen Sie Ihr Suchwort? Problemlösen; Textaufgabe; Teaching method; Lehrmethode; Unterrichtsmethode; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Denkfähigkeit; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Mathematics lessons; Mathematikunterricht; Mathematische Bildung; School year 06; 6. Schuljahr; Schuljahr 06; Lernproblem
Abstract	Much attention has been devoted in the literature to students' struggles with fraction division. With regard to the traditional invert and multiply algorithm, researchers and educators have examined such areas as typical errors, how to help students understand why this method works, and what alternatives are available that might be more intuitive. A common theme to this work has been an emphasis on reasoning and sense making. This emphasis on sense making in mathematics is not new; educators have been advocating for its place in education for many decades. One approach to helping students reason about mathematics is to support them in constructing their own methods for solving problems. Research has suggested that when students are encouraged to find new strategies for solving fraction division word problems, they do not choose the invert and multiply method. This article will address an important but often overlooked question: "Why not just divide across?" By not addressing this question before guiding students to a standard approach, students' sense of what is reasonable may be undermined. Students may even believe that dividing across is not a viable method when in fact it is. A study by Tirosh supports this notion. In her study, preservice teachers were surprised to find that the divide-across method worked when they chose particular values. (Contains 1 figure.) (ERIC).
Anmerkungen	National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191-1502. Tel: 800-235-7566; Tel: 703-620-3702; Fax: 703-476-2970; e-mail: orders@nctm.org; Web site: http://www.nctm.org/publications/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10