By Marjorie M. Petit, Robert E. Laird, Edwin L. Marsden, Caroline B. Ebby
A spotlight on Fractions is the 1st ebook to make cognitive learn on how scholars strengthen their figuring out of fraction thoughts easily obtainable and comprehensible to pre- and in-service okay– eight arithmetic educators. this crucial source assists academics in translating study findings into their school room perform through conveying particular information regarding how scholars strengthen fraction understandings in addition to universal pupil misconceptions, mistakes, preconceptions, and partial understandings that could intervene with scholars learning.? utilizing huge annotated samples of pupil paintings, in addition to vignettes attribute of lecture room academics’ stories, this booklet equips educators with wisdom and instruments to bare scholars’ considering so that you can adjust their instructing to enhance pupil studying of fractions concepts.? targeted positive aspects: finish of bankruptcy Questions offer academics the chance to investigate scholar pondering and view tutorial suggestions for his or her personal scholars. educational hyperlinks support lecturers relate thoughts from the bankruptcy to their very own instructions and courses. massive principles and learn reports body the chapters and supply a platform for significant exploration of the educating of fractions. resolution Key published on-line bargains large factors of in-chapter questions. a spotlight on Fractions bridges the distance among what arithmetic schooling researchers have came upon concerning the studying of fraction recommendations and what academics want to know to make powerful educational judgements.
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Additional resources for A Focus on Fractions: Bringing Research to the Classroom
8 (7 students) Teachers attributed the change from inappropriate whole number reasoning to reasoning with fractions as quantities to their increased instructional emphasis on modeling, comparing and ordering fractions, and to the use of the number line. Chapter 5: Comparing and Ordering Fractions and Chapter 6: Number Lines and Fractions describe some of the strategies that teachers use to help students overcome the inappropriate use of whole number reasoning. Looking Back 1. 1) to placing 13 and 14 on a number line from 0 to 1.
9). Review both responses, and then answer the following questions. (a) What evidence in Michael’s pre-assessment response suggests 36 • Inappropriate Use of Whole Number Reasoning that Michael inappropriately used whole number reasoning when placing 13 and 14 on the number line? (b) What was Michael able to do on the post-assessment that was not shown in his response on the pre-assessment? (c) Michael’s post-assessment response is very diﬀerent from his pre-assessment response. What is one instructional focus that might have helped Michael to move from inappropriate use of whole number reasoning to treating each fraction as a single quantity?
A Case for Using Manipulatives Up to this point the discussion has focused on pictorial models and sets of objects. , cited in Clements, 1999). 16 • Modeling and Developing Understanding of Fractions However, researchers have found that using manipulatives does not guarantee success (Baroody, cited in Clements, 1999; Fennema, cited in Clements, 1999), nor “are manipulatives suﬃcient to guarantee meaningful learning” (Clements, 1999, p. 46). To maximize the impact of using manipulatives to build concepts, researchers suggest that: • • teachers guard against using manipulatives in a rote manner (as Mr.
A Focus on Fractions: Bringing Research to the Classroom by Marjorie M. Petit, Robert E. Laird, Edwin L. Marsden, Caroline B. Ebby