Estimation's Role in Calculations with Fractions

Autor/in	Johanning, Debra I.
Titel	Estimation's Role in Calculations with Fractions
Quelle	In: Mathematics Teaching in the Middle School, 17 (2011) 2, S.96-102 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1072-0839
Schlagwörter	Mathematics; Computation; Mathematics Instruction; Mathematics Education; Addition; Subtraction; Multiplication; Arithmetic; Middle School Students; Mathematics Teachers + Suchen Sie Ihr Suchwort? Mathematik; Mathematics lessons; Mathematikunterricht; Mathematische Bildung; Subtraktion; Multiplikation; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Mathematics; Teacher; Teachers; Lehrer; Lehrerin; Lehrende
Abstract	Estimation is more than a skill or an isolated topic. It is a thinking tool that needs to be emphasized during instruction so that students will learn to develop algorithmic procedures and meaning for fraction operations. For students to realize when fractions should be added, subtracted, multiplied, or divided, they need to develop a sense of size for various fraction quantities. They also need number sense, which will enable them to use estimation as a tool with fractions. When wrestling with quantities like three-fifths or nine-tenths, as individual fractions and in relation to each other, students will develop a sense of size and quantity for individual fractions. This experience is necessary if students are to develop meaning for fraction operations. This article explores the ways that estimation is used when students are learning to add, subtract, multiply, and divide fractions. (Contains 1 table and 2 figures.) (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