By Marjorie M. Petit, Robert E. Laird, Edwin L. Marsden, Caroline B. Ebby
A spotlight on Fractions is a groundbreaking attempt to make the maths schooling learn on how scholars boost their realizing of fraction ideas conveniently available and comprehensible to pre- and in-service ok- eight arithmetic educators. utilizing large annotated samples of pupil paintings, in addition to vignettes attribute of school room lecturers' studies, this booklet equips educators with the information and instruments to bare scholars' pondering as a way to adjust their instructing and increase pupil studying of fraction options. a spotlight on Fractions 2d version comprises sections on the. Read more...
summary: a spotlight on Fractions is a groundbreaking attempt to make the math schooling learn on how scholars improve their figuring out of fraction innovations conveniently obtainable and comprehensible to pre- and in-service okay- eight arithmetic educators. utilizing huge annotated samples of scholar paintings, in addition to vignettes attribute of school room lecturers' stories, this ebook equips educators with the information and instruments to bare scholars' pondering that allows you to adjust their instructing and increase pupil studying of fraction options. a spotlight on Fractions second version comprises sections at the
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Additional info for A focus on fractions: bringing research to the classroom
As mentioned earlier, for the manipulatives to be valuable the teacher must ensure that connections to the mathematics concepts embodied in the manipulatives are clear. Students need opportunities to reflect on and communicate about the important mathematical ideas represented by the manipulatives. The following are some key aspects of manipulatives (student-made or commercial) that illustrate advantages of using manipulatives: • Manipulatives provide opportunities for students to move the parts in relation to the whole or to move the whole in relation to the parts.
B. What was Kim able to do? What is the evidence that Kim is using sound fractional reasoning? Explain. â•‡ Review Kim’s solution one more time. Kim included very carefully drawn and accurate area models for 12 and 35 . To what extent did Kim’s explanation require these area models? 14, and answer the questions that follow. a. What is the evidence in Willy’s response that he had sound fractional reasoning? b. If Willy had the time to rewrite his response, how might his sentence be rewritten to clarify what you think Willy had inÂ€mind?
Use the evidence in the student work to locate the work on the OGAP Fraction Progression. Developing Understanding of Fractions â•›â•›â•›â†œ•â•‡ 27 b. Provide a rationale for your decision. Discuss some possible next instructional steps or feedback you might give to the student based on the evidence in the studentÂ€work. 2 to help you think about how your instruction or mathematics programs provide students the opportunity to use a variety of visual models to solve problems, understand concepts, or generalize ideas.