@article {MATHEDUC.06520655,
author = {Sharon, Valerie V. and Swarthout, Mary B.},
title = {How many in one?},
year = {2014},
journal = {Mathematics Teaching in the Middle School},
volume = {20},
number = {5},
issn = {1072-0839},
pages = {308-312},
publisher = {National Council of Teachers of Mathematics (NCTM), Reston, VA},
abstract = {From the text: Fraction division is one of the least understood operations in school mathematics. However, just having knowledge of the invert-and-multiply algorithm does not guarantee that students will recognize a problem situation involving fraction division. The National Research Council recommends teaching fraction division within a real-world context to enable students to build connections between whole number operations and division by fractions. We used the context of serving pizza to a crowd of people to help prospective elementary school teachers understand fraction division. Students worked with pizza models and drew diagrams to show how many thirds are in 1 or more pizzas and then applied proportional reasoning to determine the number of servings in 50 pizzas.},
msc2010 = {F43xx (F49xx U63xx U69xx)},
identifier = {2016a.00507},
}