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ERIC Number: EJ1029557
Record Type: Journal
Publication Date: 2013-Dec
Pages: 6
Abstractor: ERIC
Reference Count: 5
ISSN: ISSN-1072-0839
Orange You Glad I "Did" Say "Fraction Division"?
Flores, Alfinio; Priewe, Melina D.
Mathematics Teaching in the Middle School, v19 n5 p288-293 Dec 2013
This article describes how teachers address issues and tensions that students meet in learning division of fractions. First, students must make sense of division of fractions on their own by working individually and in small groups, using concrete or pictorial representations, inventing their own processes, and presenting and justifying their answers and processes to one another. Second, students must develop their understandings of division of fractions on a deeper level, as a multiplicative comparison, so that they develop proportional thinking. Story problems are presented that assist students in using division and repeated subtraction to find answers. When teachers recognize situations in which asking students the right question, or providing them with an appropriate tool, or pointing to a similar connection, they can help students make the transition from additive comparisons to multiplicative comparisons in the context of the division of fractions.
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:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A