Get A Focus on Fractions: Bringing Research to the Classroom PDF

By Marjorie M. Petit, Robert E. Laird, Edwin L. Marsden, Caroline B. Ebby

ISBN-10: 0203855515

ISBN-13: 9780203855515

ISBN-10: 0415801508

ISBN-13: 9780415801508

ISBN-10: 0415801516

ISBN-13: 9780415801515

A spotlight on Fractions is the 1st ebook to make cognitive learn on how scholars improve their realizing of fraction ideas with ease available and comprehensible to pre- and in-service ok– eight arithmetic educators.  this significant source assists lecturers in translating study findings into their lecture room perform by way of conveying precise information regarding how scholars boost fraction understandings in addition to universal scholar misconceptions, blunders, preconceptions, and partial understandings which may intrude with scholars learning.? utilizing vast annotated samples of scholar paintings, in addition to vignettes attribute of school room academics’ reports, this booklet equips educators with wisdom and instruments to bare scholars’ considering if you want to regulate their instructing to enhance pupil studying of fractions concepts.? certain beneficial properties: finish of bankruptcy Questions supply lecturers the chance to investigate pupil pondering and view tutorial techniques for his or her personal scholars. educational hyperlinks support lecturers relate recommendations from the bankruptcy to their very own instructions and courses. colossal principles and examine studies body the chapters and supply a platform for significant exploration of the instructing of fractions. solution Key published on-line bargains large motives of in-chapter questions. a spotlight on Fractions bridges the distance among what arithmetic schooling researchers have stumbled on concerning the studying of fraction thoughts and what academics want to know to make potent tutorial judgements.

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5 Inappropriate whole number reasoning example—added sums accurately 23 and then used the magnitude of the denominator or numerator to determine that 24 is closest to 20 1 7 The sum of 12 and 8 is closest to A. 20 B. 8 1 C. 2 D. 1 Explain your answer. To help students overcome this misconception (or preconception), teachers placed a greater emphasis on comparing and ordering fractions and on the use of number lines. Additionally, teachers came to recognize a situation in which they may have 34 • Inappropriate Use of Whole Number Reasoning been inadvertently reinforcing inappropriate whole number reasoning by only providing opportunities for students to solve part-to-whole relationship problems in which the fraction in the problem has a denominator which equals the number of objects in the whole (in a set model), or the number of parts in the whole, as in the case of an area model (VMP OGAP, personal communication, 2005).

1 Explain your answer. 5 Inappropriate whole number reasoning example—added sums accurately 23 and then used the magnitude of the denominator or numerator to determine that 24 is closest to 20 1 7 The sum of 12 and 8 is closest to A. 20 B. 8 1 C. 2 D. 1 Explain your answer. To help students overcome this misconception (or preconception), teachers placed a greater emphasis on comparing and ordering fractions and on the use of number lines. Additionally, teachers came to recognize a situation in which they may have 34 • Inappropriate Use of Whole Number Reasoning been inadvertently reinforcing inappropriate whole number reasoning by only providing opportunities for students to solve part-to-whole relationship problems in which the fraction in the problem has a denominator which equals the number of objects in the whole (in a set model), or the number of parts in the whole, as in the case of an area model (VMP OGAP, personal communication, 2005).

The following are some key aspects of manipulatives (student-made or commercial) that illustrate some advantages of using manipulatives: 1. ” (Clements, cited in Viadero, April, 2007, p. 12) 2. Commercially produced manipulatives provide an opportunity for students to work with models where the size and shape of the parts and the whole are predefined. When using manipulatives the effective use of a model to build a concept is not dependent upon a student’s fine motor skills (Lamon, 1999). 3. Different manipulatives have different perceptual features that force students to “think and rethink” their understanding of the concepts being learned.

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A Focus on Fractions: Bringing Research to the Classroom by Marjorie M. Petit, Robert E. Laird, Edwin L. Marsden, Caroline B. Ebby


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