id: 06597693
dt: j
an: 2016d.00558
au: Pratt, Sarah S.; Lupton, Tina M.; Richardson, Kerri
ti: Division quilts: a measurement model.
so: Teach. Child. Math. 22, No. 2, 102-109 (2015).
py: 2015
pu: National Council of Teachers of Mathematics (NCTM), Reston, VA
la: EN
cc: F33
ut: division; division quilts; visualization; division algorithm
ci: ME 1985x.00293
li: http://www.nctm.org/Publications/Teaching-Children-Mathematics/2015/Vol22/Issue2/Division-Quilts_-A-Measurement-Model/
ab: Summary: As teachers seek activities to assist students in understanding
division as more than just the algorithm, they find many examples of
division as fair sharing. However, teachers have few activities to
engage students in a quotative (measurement) model of division. {\it E.
Fischbein} et al. [J. Res. Math. Educ. 16, No. 1, 3‒17 (1985; ME
1985x.00293)] defined two types of whole-number division: partitive
(fair sharing) and quotative (measurement). It is this second type of
division that the authors present in “Division Quilts.” This
activity will allow students to connect to their understandings of
quotative division, thereby enhancing their understandings of the
operation of division. The authors present a model that teachers can
use to assist students in connection with everyday experiences; that
demonstrates using manipulatives; and relates to their understanding
that each group must receive the same amount. The model also shows
division as repeated subtraction, which connects as an inverse
operation to multiplication as a recursive process. Engaging in both
forms of division models gives students opportunities to connect in
rich ways when presented with the division algorithm. (ERIC)
rv: