NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1077995
Record Type: Journal
Publication Date: 2015-Oct
Pages: 11
Abstractor: ERIC
Reference Count: 9
ISBN: N/A
ISSN: ISSN-1073-5836
Unwrapping Students' Ideas about Fractions
Lewis, Rebecca M.; Gibbons, Lynsey K.; Kazemi, Elham; Lind, Teresa
Teaching Children Mathematics, v22 n3 p158-168 Oct 2015
Supporting students to develop an understanding of the meaning of fractions is an important goal of elementary school mathematics. This involves developing partitioning strategies, creating representations, naming fractional quantities, and using symbolic notation. This article describes how teachers can use a formative assessment problem to elicit and understand students' ideas about the meaning of fractions. The fraction problem described in this article was designed using research on children's thinking in elementary mathematics, and it enables teachers to uncover students' understanding of the following essential aspects of understanding the meaning of fractions: (1) partitioning strategies; (2) representations; and (3) language and notation.
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: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A