Dawkins, Paul C.
B.S. (Bachelor of Science)
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.
Abedrabo, Sabreen, "Surveying Research on the Teaching and Learning of Conceptual Understanding of Fraction Arithmetic" (2018). Honors Capstones. 1070.
Northern Illinois University
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