id: 06597628
dt: j
an: 2016d.00581
au: Lamberg, Teruni; Wiest, Lynda R.
ti: Dividing fractions using an area model: a look at in-service teachersâ€™
understanding.
so: Math. Teach. Educ. Dev. 17, No. 1, 30-43 (2015).
py: 2015
pu: Mathematics Education Research Group of Australasia (MERGA), Wahroonga, NSW
la: EN
cc: F49 F99 C39
ut: fraction; division; area model; word problems; in-service teachers
ci:
li: http://www.merga.net.au/ojs/index.php/mted/article/view/176
ab: Summary: The paper reports an investigation into how a group of elementary
and middle school teachers collectively attempted to solve and
understand a fraction division problem using an area model. Solving the
word problem required that teachers determine how many two-thirds fit
into three-fourths. The teachers struggled to conceptualise fraction
division, to meaningfully connect it to the area model, and to
interpret the fraction remainder. Developing such understanding was
facilitated by allowing sufficient time for group discussion and
collective thinking, supported by use of visual representation. During
this process, it was important for the teachers to identify an
appropriate unit of measure and referent unit, and to make sense of
these in relation to each other and to the problem. The importance of
connecting concepts to procedures and to comprehending and using other
fraction models (linear, set) is noted.
rv: