
06617774
j
2016e.00581
Park, Jungeun
Flores, Alfinio
Hohensee, Charles
Fractions as numbers and extensions of the number system: developing activities based on research.
Ohio J. Sch. Math. 73, 1321 (2016).
2016
Ohio Council of Teachers of Mathematics (OCTM), Columbus, Oxford, OH
EN
F40
number concepts
number sense
fractions
research
history of mathematics
extension of the number domain
common core state standards
number line
paper folding
preservice teacher education
primary education
lower secondary
visualization
student activities
zooming in
averages
means
error bounds
approximation
Summary: Existing studies have shown fractions present significant challenges for K8 students and preservice teachers. They suggest that students may fail to see fractions as numbers and have difficulty moving beyond the partwhole realization, and thus they often think of fractions as objects disconnected from the number system. To address this issue, the current study proposes several activities that can be used in mathematics courses for preservice elementary/secondary teachers or students to help them recognize fractions as numbers with the same visual representations as whole numbers (e.g., the number line) and on which the same kinds of operations can be used. Along with a description of the activities, the paper also provides observations about what happened when we gave the activities to a group of 28 prospective elementary teachers, highlighting evidence of their understanding of fractions as numbers.