NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ878922
Record Type: Journal
Publication Date: 2010-Feb
Pages: 9
Abstractor: ERIC
Reference Count: 3
ISBN: N/A
ISSN: ISSN-1072-0839
Dividing Fractions and Problem Solving
Cramer, Kathleen; Monson, Debra; Whitney, Stephanie; Leavitt, Seth; Wyberg, Terry
Mathematics Teaching in the Middle School, v15 n6 p338-346 Feb 2010
Fraction division is generally introduced in sixth or seventh grade with this rule: "Invert and multiply." The authors examined current commercial curricula and found that few textbooks use context as a way to build meaning for the division of fractions. When context is used, the connection between the invert-and-multiply rule and the context is superficial at best. Textbooks often use illustrations as a form of representation to build meaning. However, the transition from these pictures to the symbolic rule occurs quickly. In so doing, students may be getting an inadequate understanding of fraction division. This article describes how a class of sixth graders used concrete and pictorial models to build meaning for arithmetic operations with fractions. (Contains 9 figures.)
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: Grade 6; Middle Schools
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A