
05539448
j
2009b.00295
Cramer, Kathleen
Wyberg, Terry
Leavitt, Seth
The role of representations in fraction addition and subtraction.
Math. Teach. Middle Sch. 13, No. 8, 490496 (2008).
2008
National Council of Teachers of Mathematics (NCTM), Reston, VA
EN
F40
C30
arithmetic of fractions
modes of representation
concept formation
fraction circle
estimation
student errors
understanding
number line
notation
From the text: In this article, we reflect on what we believe is involved in developing a deep understanding of fraction addition and subtraction based on our previous work as well as our current teaching experiment. In our current work with two classrooms of sixth graders, students used fraction circles to review ideas involving modeling fractions, comparing fractions, finding equivalent fractions, and acting out fraction addition and subtraction concretely without connecting to symbols. Students then worked through a series of eight additional lessons to develop the meaning of common denominators for adding and subtracting fractions, with the goal of being able to add and subtract fractions symbolically. In the rest of this article, we share our reflections on the role that representations and connections among representations play in helping students understand fraction addition and subtraction procedures.