ERIC Number: EJ1155933
Record Type: Journal
Publication Date: 2017
Fostering Remainder Understanding in Fraction Division
Zembat, Ismail O.
Australian Mathematics Teacher, v73 n3 p19-26 2017
Most students can follow this simple procedure for division of fractions: "Ours is not to reason why, just invert and multiply." But how many really understand what division of fractions means--especially fraction division with respect to the meaning of the remainder. The purpose of this article is to provide an instructional method as a way of scaffolding and understanding the issues regarding division of fractions for both teachers and elementary students. The method has the potential to inform teachers in their work with students' learning about fraction division.
Descriptors: Mathematics Instruction, Fractions, Arithmetic, Mathematical Concepts, Concept Formation, Teaching Methods, Scaffolding (Teaching Technique), Elementary School Mathematics, Problem Solving, Word Problems (Mathematics)
Australian Association of Mathematics Teachers (AAMT). GPO Box 1729, Adelaide 5001, South Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: email@example.com; Web site: http://www.aamt.edu.au
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education
Authoring Institution: N/A
Grant or Contract Numbers: N/A