By Marjorie M. Petit, Robert E. Laird, Edwin L. Marsden, Caroline B. Ebby
A spotlight on Fractions is the 1st e-book to make cognitive examine on how scholars strengthen their realizing of fraction ideas effectively obtainable and comprehensible to pre- and in-service ok– eight arithmetic educators. this crucial source assists academics in translating examine findings into their lecture room perform through conveying particular information regarding how scholars advance fraction understandings in addition to universal pupil misconceptions, error, preconceptions, and partial understandings which can intervene with scholars learning.? utilizing wide annotated samples of scholar paintings, in addition to vignettes attribute of lecture room academics’ studies, this publication equips educators with wisdom and instruments to bare scholars’ pondering which will regulate their instructing to enhance pupil studying of fractions concepts.? certain positive factors: finish of bankruptcy Questions offer lecturers the chance to investigate pupil considering and view educational suggestions for his or her personal scholars. tutorial hyperlinks support lecturers relate techniques from the bankruptcy to their very own directions and courses. monstrous 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 wide motives of in-chapter questions. a spotlight on Fractions bridges the distance among what arithmetic schooling researchers have found in regards to the studying of fraction suggestions and what lecturers want to know to make potent tutorial judgements.
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Extra info for A Focus on Fractions: Bringing Research to the Classroom
Evidence in student work has shown that circle models are not as eﬀective in accurately locating fractions on a number line as when students use number lines or rectangular models (VMP OGAP, student work samples, 2005). While models are very important to use to develop conceptual understandings of fraction concepts, some student-drawn models may have limitations at the younger grades when a student’s ﬁne motor skills are not developed, or when older students are comparing fractions that are close in magnitude (Lamon, 1999; VMP OGAP, student work samples, 2005).
Nd 12 of 144) and to develop other fraction concepts such as relative magnitude, equivalence, and operations. Because understanding part-to-whole relationships is important, teachers should be aware of the challenges that students encounter as they solve problems involving interpreting a fraction in terms of its speciﬁed or understood whole. • • • Some students have diﬃculty identifying the whole when there is more than one part or object in the whole (Payne, 1976). 8—Abdi) when ﬁnding the fractional part of a whole (VMP OGAP, student work samples, 2005).
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? Use Michael’s post-assessment response to support your answer? 9 Michael’s post-assessment response to the same question to placing 3 and 4 on a number line from 0 to 1 2.
A Focus on Fractions: Bringing Research to the Classroom by Marjorie M. Petit, Robert E. Laird, Edwin L. Marsden, Caroline B. Ebby