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ERIC Number: EJ1078417
Record Type: Journal
Publication Date: 2015
Abstractor: As Provided
Reference Count: 23
Dividing Fractions Using an Area Model: A Look at In-Service Teachers' Understanding
Lamberg, Teruni; Wiest, Lynda R.
Mathematics Teacher Education and Development, v17 n1 p30-43 2015
The paper reports an investigation into how a group of elementary and middle school teachers collectively attempted to solve and understand a fraction division problem using an area model. Solving the word problem required that teachers determine how many two-thirds fit into three-fourths. The teachers struggled to conceptualise fraction division, to meaningfully connect it to the area model, and to interpret the fraction remainder. Developing such understanding was facilitated by allowing sufficient time for group discussion and collective thinking, supported by use of visual representation. During this process, it was important for the teachers to identify an appropriate unit of measure and referent unit, and to make sense of these in relation to each other and to the problem. The importance of connecting concepts to procedures and to comprehending and using other fraction models (linear, set) is noted.
Descriptors: Elementary School Teachers, Middle School Teachers, Problem Solving, Word Problems (Mathematics), Mathematical Concepts, Mathematics Skills, Knowledge Base for Teaching, Teacher Competencies, Faculty Development, Pedagogical Content Knowledge, Concept Formation
Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: email@example.com; Web site: http://www.merga.net.au/
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Middle Schools; Secondary Education; Junior High Schools
Authoring Institution: N/A