
06597628
j
2016d.00581
Lamberg, Teruni
Wiest, Lynda R.
Dividing fractions using an area model: a look at inservice teachers' understanding.
Math. Teach. Educ. Dev. 17, No. 1, 3043 (2015).
2015
Mathematics Education Research Group of Australasia (MERGA), Wahroonga, NSW
EN
F49
F99
C39
fraction
division
area model
word problems
inservice teachers
http://www.merga.net.au/ojs/index.php/mted/article/view/176
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 twothirds fit into threefourths. 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.