Supporting children to think flexibly about fractions
Date
2022
Authors
Cutting, C.
O'Keeffe, L.
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Journal article
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Australian Primary Mathematics Classroom, 2022; 27(3):6-10
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Abstract
Throughout all stages of primary school, learning fractions is frequently identified as one of the most difficult aspects of mathematics. One common issue with developing understanding of fractions, is that children are often provided with more experiences focused on the process relating to calculating and representing fractions, rather than experiences exploring the concepts of fractions. That is, children are not provided with various contexts, models and symbols where connections between whole number and fractional quantities can be made. In this article we describe the three fraction meanings that are critical for primary school students to explore and discuss how Confrey's (2012) mathematical practice of "naming" can help children develop flexible understandings of quantity.
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Copyright 2022 AAMT
Access Condition Notes: Accepted manuscript available after 1 April 2024