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

ISBN-10: 1138816434

ISBN-13: 9781138816435

ISBN-10: 1138816442

ISBN-13: 9781138816442

ISBN-10: 1315746093

ISBN-13: 9781315746098

ISBN-10: 1317597303

ISBN-13: 9781317597308

A spotlight on Fractions is a groundbreaking attempt to make the maths schooling examine on how scholars enhance their figuring out of fraction strategies without problems available and comprehensible to pre- and in-service ok- eight arithmetic educators. utilizing huge annotated samples of pupil paintings, in addition to vignettes attribute of lecture room lecturers' reports, this e-book equips educators with the information andRead more...

summary: a spotlight on Fractions is a groundbreaking attempt to make the maths schooling examine on how scholars improve their knowing of fraction suggestions effectively available and comprehensible to pre- and in-service ok- eight arithmetic educators. utilizing broad annotated samples of pupil paintings, in addition to vignettes attribute of lecture room academics' stories, this booklet equips educators with the data and instruments to bare scholars' considering with the intention to alter their educating and increase pupil studying of fraction innovations. a spotlight on Fractions 2d variation comprises sections at the

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**Extra info for A focus on fractions: bringing research to the classroom**

**Sample text**

2 D. 1 Explain your answer. 5â•‡ Inappropriate whole number reasoning example: added sums accurately and 23 then used the magnitude of the denominator or numerator to determine that 24 is closest toÂ€20. 1 7 The sum of 12 and 8 is closest to A. 20 B. 8 1 C. 2 D. 1 Explain your answer. The student work on the pre-assessments for the 2005 and 2007 OGAP studies provided teachers with compelling evidence that many students were not thinking about fractions as quantities, but rather using inappropriate whole number reasoning as they solved fraction problems.

For a closer look at Matt’s response to this problem, and to consider possible next instructional steps for Matt, answer question 3 in LookingÂ€Back. 46â•‡ •â•›â•›â•›â†œWhat Is the Whole? Considering the Size of the Whole When Comparing Fractions An important concept necessary for solving problems involving fraction comparisons is to understand how the size of the whole impacts the fractions being considered. Some students make comparisons using models that do not reflect the whole in the given context (OGAP, 2005).

How are they different? • Using Keisha’s visual model, it appears that 43 > 23 . Using Leslie’s visual model 34 and 23 appear to be equal. What feature of the visual models led to a different conclusion? Â€Smith’s students having a difficult time comparing 73 and 78 . The students were relying on the premade fraction circles. The students were using their fraction circles in a rote manner to compare the fractions instead of using the visual models to internalize the mathematical ideas and develop multiple strategies.

### 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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