By Marjorie M. Petit, Robert E. Laird, Edwin L. Marsden, Caroline B. Ebby

ISBN-10: 0203855515

ISBN-13: 9780203855515

ISBN-10: 0415801508

ISBN-13: 9780415801508

ISBN-10: 0415801516

ISBN-13: 9780415801515

A spotlight on Fractions is the 1st publication to make cognitive examine on how scholars strengthen their figuring out of fraction thoughts without problems available and comprehensible to pre- and in-service ok– eight arithmetic educators. this significant source assists academics in translating study findings into their lecture room perform through conveying distinct information regarding how scholars enhance fraction understandings in addition to universal pupil misconceptions, blunders, preconceptions, and partial understandings which may intervene with scholars learning.? utilizing large annotated samples of scholar paintings, in addition to vignettes attribute of school room academics’ studies, this publication equips educators with wisdom and instruments to bare scholars’ considering which will adjust their instructing to enhance pupil studying of fractions concepts.? certain positive factors: finish of bankruptcy Questions supply lecturers the chance to investigate scholar considering and look at educational suggestions for his or her personal scholars. tutorial hyperlinks aid academics relate strategies from the bankruptcy to their very own guidelines and courses. enormous principles and study experiences body the chapters and supply a platform for significant exploration of the educating of fractions. resolution Key published on-line bargains large motives of in-chapter questions. a spotlight on Fractions bridges the space among what arithmetic schooling researchers have came across concerning the studying of fraction suggestions and what academics want to know to make powerful tutorial judgements.

**Read Online or Download A Focus on Fractions: Bringing Research to the Classroom PDF**

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**Additional info for A Focus on Fractions: Bringing Research to the Classroom**

**Example text**

An equal count of the marbles regardless of the size of the marbles. 2 Circle 3 of the marbles in the set of marbles below. 19 Perceptual features of a set of apples What is the whole? The set of 30 apples. How are the objects in the set arranged? Arranged in an array. Are the sizes of the objects in the set the same or different? All the objects are the same size and shape. What do equal parts mean? An equal count of apples. 1 Circle 3 of the apples. post-assessments were analyzed for the use of models to solve problems (VMP OGAP (2005).

9 Michael’s post-assessment response to the same question to placing 3 and 4 on a number line from 0 to 1 2. 11 include Kim’s and Mark’s responses to a question about the magnitude of a fraction. Both responses include diagrams generated by students. Consider their responses and then answer the following questions. (a) What was Mark able to do? What is the evidence in Mark’s response that leads one to believe that his ability to compare 35 to a Inappropriate Use of Whole Number Reasoning • 37 benchmark fraction is developing, but is still fragile and easily destabilized?

Never Occasionally Throughout Use student drawn models to solve problems Never Never Never Use models to help develop concepts or generalize ideas? Never Occasionally Throughout Are there adjustments that I need to make to my instruction to assure that students experience a variety of models? If yes, describe. 26 • Modeling and Developing Understanding of Fractions Are there adjustments that I need to make to my instruction to assure that students experience a variety of models? Describe. Research Review—Modeling and Developing Understanding of Fractions Researchers warn about using models in a “rote” way, not tied to the mathematical ideas that are embodied in the model (Clements, 1999).

### A Focus on Fractions: Bringing Research to the Classroom by Marjorie M. Petit, Robert E. Laird, Edwin L. Marsden, Caroline B. Ebby

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