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ERIC Number: EJ793976
Record Type: Journal
Publication Date: 2007
Pages: 4
Abstractor: ERIC
Reference Count: 3
ISSN: ISSN-1326-0286
Fractions from Concrete to Abstract Using "Playdough Mathematics"
Caswell, Rosemaree
Australian Primary Mathematics Classroom, v12 n2 p14-17 2007
In the middle years of primary schooling, the teaching of common fractions frequently involves written activities that use abstract representations of numbers, symbols, and images. Many students, however, still need the benefit of concrete materials and sensory motor experiences to enhance their understanding of the concepts associated with common fractions. The author's experiences with "playdough maths" provide evidence of effectively engaging learners in building bridges from concrete to abstract understanding in mathematics. This article presents some simple ideas for engaging students in working with common fractions and moving their understanding from concrete to abstract with ease and enjoyment. Common fractions are usually introduced in the early years of learning and associated with concrete materials. In the following years, students are often expected to work with numerical values or visual drawings of fractions. (Contains 8 figures.)
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:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia