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ERIC Number: EJ1029393
Record Type: Journal
Publication Date: 2013-Oct
Pages: 8
Abstractor: ERIC
Reference Count: 11
ISBN: N/A
ISSN: ISSN-1072-0839
The Whole Story: Understanding Fraction Computation
Dixon, Juli K.; Tobias, Jennifer M.
Mathematics Teaching in the Middle School, v19 n3 p156-163 Oct 2013
What does it look like to "understand" operations with fractions? The Common Core State Standards for Mathematics (CCSSM) uses the term "understand" when describing expectations for students' knowledge related to each of the fraction operations within grades 4 through 6 (CCSSI 2010). Furthermore, CCSSM elaborates that students should be able to perform fraction computations using visual models and when such problems are presented in context. These questions then arise: What does it mean to "understand fraction operations"? What types of issues occur that might not be encountered otherwise when solving problems in context and using visual models? In this article, the authors share their experiences working with prospective teachers to describe the teachers' errors and how those errors might be addressed.
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: Postsecondary Education; Higher Education; Middle Schools
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A