id: 06520655
dt: j
an: 2016a.00507
au: Sharon, Valerie V.; Swarthout, Mary B.
ti: How many in one?
so: Math. Teach. Middle Sch. 20, No. 5, 308-312 (2014).
py: 2014
pu: National Council of Teachers of Mathematics (NCTM), Reston, VA
la: EN
cc: F43 F49 U63 U69
ut: fractions; division; understanding; lower secondary; educational media;
teaching aids; manipulative materials; fraction circles; unit
fractions; improper fractions; non-unit fractions; student activities;
worksheets; preservice teacher education; experience reports
ci:
li: http://www.nctm.org/Publications/mathematics-teaching-in-middle-school/2014/Vol20/Issue5/How-Many-in-One_/
ab: 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.
rv: