id: 05760256
dt: j
an: 2010e.00396
au: Cramer, Kathleen; Monson, Debra; Whitney, Stephanie; Leavitt, Seth; Wyberg,
Terry
ti: Dividing fractions and problem solving.
so: Math. Teach. Middle Sch. 15, No. 6, 338-346 (2010).
py: 2010
pu: National Council of Teachers of Mathematics (NCTM), Reston, VA
la: EN
cc: F43 D43 U23
ut: textbooks; lower secondary; arithmetic; fractions; concept formation;
visualization; grade 6; measurement techniques; reflective teaching;
error patterns
ci:
li: http://www.nctm.org/eresources/article_summary.asp?URI=MTMS2010-02-338a&from=B
ab: Summary: 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.) (ERIC)
rv: