The Whole Story: Understanding Fraction Computation

Autor/inn/en	Dixon, Juli K.; Tobias, Jennifer M.
Titel	The Whole Story: Understanding Fraction Computation
Quelle	In: Mathematics Teaching in the Middle School, 19 (2013) 3, S.156-163 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1072-0839
Schlagwörter	Computation; Arithmetic; Preservice Teacher Education; Preservice Teachers; State Standards; Error Correction; Problem Solving; Addition; Visual Learning; Word Problems (Mathematics); Subtraction; Multiplication; Numbers; Number Concepts; Secondary School Mathematics; Teaching Methods; Learning Strategies; Teaching Models; Educational Practices + Suchen Sie Ihr Suchwort? Addition; Arithmetik; Arithmetikunterricht; Rechnen; Lehramtsstudiengang; Lehrerausbildung; Korrektur; Problemlösen; Visual education; Visuelles Lernen; Textaufgabe; Subtraktion; Multiplikation; Zahlenraum; Number concept; Zahlbegriff; Teaching method; Lehrmethode; Unterrichtsmethode; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Lehrmodell; Bildungspraxis
Abstract	What does it look like to "understand" operations with fractions? The Common Core State Standards for Mathematics (CCSSM) uses the term "understand" when describing expectations for students' knowledge related to each of the fraction operations within grades 4 through 6 (CCSSI 2010). Furthermore, CCSSM elaborates that students should be able to perform fraction computations using visual models and when such problems are presented in context. These questions then arise: What does it mean to "understand fraction operations"? What types of issues occur that might not be encountered otherwise when solving problems in context and using visual models? In this article, the authors share their experiences working with prospective teachers to describe the teachers' errors and how those errors might be addressed. (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