Orange You Glad I "Did" Say "Fraction Division"?

Autor/inn/en	Flores, Alfinio; Priewe, Melina D.
Titel	Orange You Glad I "Did" Say "Fraction Division"?
Quelle	In: Mathematics Teaching in the Middle School, 19 (2013) 5, S.288-293 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1072-0839
Schlagwörter	Arithmetic; Middle School Students; Thinking Skills; Problem Solving; Logical Thinking; Numbers; Number Concepts; Subtraction; Learning Strategies; Teaching Methods; Educational Practices; Instructional Effectiveness; Active Learning; Learning Activities; Mathematical Logic + Suchen Sie Ihr Suchwort? Addition; Arithmetik; Arithmetikunterricht; Rechnen; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Denkfähigkeit; Problemlösen; Zahlenraum; Number concept; Zahlbegriff; Subtraktion; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungspraxis; Unterrichtserfolg; Aktives Lernen; Lernaktivität; Mathematical logics; Mathematische Logik
Abstract	This article describes how teachers address issues and tensions that students meet in learning division of fractions. First, students must make sense of division of fractions on their own by working individually and in small groups, using concrete or pictorial representations, inventing their own processes, and presenting and justifying their answers and processes to one another. Second, students must develop their understandings of division of fractions on a deeper level, as a multiplicative comparison, so that they develop proportional thinking. Story problems are presented that assist students in using division and repeated subtraction to find answers. When teachers recognize situations in which asking students the right question, or providing them with an appropriate tool, or pointing to a similar connection, they can help students make the transition from additive comparisons to multiplicative comparisons in the context of the division of fractions. (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