Publication Date


Document Type


First Advisor

Dawkins, Paul C.

Degree Name

B.S. (Bachelor of Science)

Legacy Department

Department of Mathematical Sciences


In the US, fractions are often taught in an incoherent way and fraction operations are taught without meaning. Reform efforts continue to try to improve this situation and many rich tools have been developed for teaching fraction computation with meaning. In particular, students need to be able to think of fractions as quantities and understand how operations like multiplication and division relate those quantities. To think about these operations coherently, students must be able to think of fractions themselves as units of which other fractions can be formed (e.g. 2/3 of 3/7). We will investigate which is known about student thinking in this realm and the fruitful teaching strategies that have been developed. We will identify some learning trajectories that have empirical support for their viability.


17 pages




Northern Illinois University

Rights Statement

In Copyright

Rights Statement 2

NIU theses are protected by copyright. They may be viewed from Huskie Commons for any purpose, but reproduction or distribution in any format is prohibited without the written permission of the authors.

Media Type