Division Quilts: A Measurement Model

Autor/inn/en	Pratt, Sarah S.; Lupton, Tina M.; Richardson, Kerri
Titel	Division Quilts: A Measurement Model
Quelle	In: Teaching Children Mathematics, 22 (2015) 2, S.102-109 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1073-5836
Schlagwörter	Mathematics Instruction; Mathematical Concepts; Color; Teaching Methods; Visual Stimuli; Grade 5; Elementary School Students; Low Income Groups; Poverty; English Language Learners; Misconceptions; Concept Formation; Models + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Colour; Farbbezeichnung; Farbe; Teaching method; Lehrmethode; Unterrichtsmethode; School year 05; 5. Schuljahr; Schuljahr 05; Armut; Missverständnis; Concept learning; Begriffsbildung; Analogiemodell
Abstract	As teachers seek activities to assist students in understanding division as more than just the algorithm, they find many examples of division as fair sharing. However, teachers have few activities to engage students in a quotative (measurement) model of division. Efraim Fischbein and his colleagues (1985) defined two types of whole-number division: partitive (fair sharing) and quotative (measurement). It is this second type of division that the authors present in "Division Quilts." This activity will allow students to connect to their understandings of quotative division, thereby enhancing their understandings of the operation of division. The authors present a model that teachers can use to assist students in connection with everyday experiences; that demonstrates using manipulatives; and relates to their understanding that each group must receive the same amount. The model also shows division as repeated subtraction, which connects as an inverse operation to multiplication as a recursive process. Engaging in both forms of division models gives students opportunities to connect in rich ways when presented with the division algorithm. (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	2020/1/01