id: 06597691
dt: j
an: 2016d.00577
au: Kent, Laura B.; Empson, Susan B.; Nielsen, Lynne
ti: The richness of children’s fraction strategies.
so: Teach. Child. Math. 22, No. 2, 84-90 (2015).
py: 2015
pu: National Council of Teachers of Mathematics (NCTM), Reston, VA
la: EN
cc: F43
ut: fractions; division of fractions; visualization; understanding; quantities
ci:
li: http://www.nctm.org/Publications/Teaching-Children-Mathematics/2015/Vol22/Issue2/The-Richness-of-Children_s-Fraction-Strategies/
ab: Summary: In this article, the authors discuss a special type of
multiplication-and-division-of-fractions problem that elementary school
teachers can use to promote children’s understanding of fractional
quantities and their relationships. These problems are accessible to
students working at different levels of fraction understanding, and
they can be solved without the use of standard algorithms for
multiplying and dividing fractions. Encouraging children to model the
quantities and relationships in the problem situation helps them build
a strong foundation for understanding fractions. This special type of
problem includes equal-groups situations with a whole number of groups
and a fractional amount in each group. The authors call these
“multiple groups problems.” In the article, they discuss how
multiple groups problems can be used to promote the development of
children’s understanding of fractional quantities and their
relationships before the introduction of generalized procedures for
multiplying and dividing fractions. This type of story problem is
appropriate for students of any grade level who are able to model
fractional quantities and link these models to a problem situation.
(ERIC)
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