ERIC Number: EJ1077883
Record Type: Journal
Publication Date: 2015-Oct
Pages: 8
Abstractor: ERIC
ISBN: N/A
ISSN: ISSN-1073-5836
EISSN: N/A
Unpacking the Division Interpretation of a Fraction
Poon, Rebecca C.; Lewis, Priscilla Eide
Teaching Children Mathematics, v22 n3 p178-185 Oct 2015
One of the challenges in learning fractions is understanding how and why a fraction can have multiple interpretations. As presented in one textbook, a fraction is "a symbol, such as 2/3, 5/1, or 8/5, used to name a part of a whole, a part of a set, a location on a number line, or a division of whole numbers" (Charles et al. 2012, p. 475). How can a fraction take so many forms? In particular, why is a fraction also a division of whole numbers (e.g., 13/7 = 13 ÷ 7)? In this article, the authors will present examples of classroom lessons that support children in developing conceptual understanding of the division interpretation of a fraction by building on children's knowledge of whole-number division. Children demonstrate conceptual understanding by: (1) using the partitive interpretation of division to construct a definition for the division of any two whole numbers; and (2) using established definitions and observations to show why the fraction m/n equals the division m ÷ n. A bibliography is included.
Descriptors: Fractions, Class Activities, Lesson Plans, Teaching Methods, Demonstrations (Educational), Grade 4, Grade 6, Mathematical Logic, Mathematical Concepts, Educational Practices, Educational Principles, Mathematical Applications
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/
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Grade 4; Intermediate Grades; Elementary Education; Grade 6; Middle Schools
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A