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Creating, Naming, and Justifying Fractions

Daniel Siebert, Nicole Gaskin 

April 2006, Volume 12, Issue 8, Page 394

Abstract:
For students to develop meaningful conceptions of fractions and fraction operations, they need to think of fractions in terms other than as just whole-number combinations. The authors suggest two powerful images for thinking about fractions that move beyond whole-number reasoning and can be used in the classroom to help support the teaching of fractions.

Keywords:
Article
Cross-Content (Math Only) Connections
Grades 3-5
Addition and Subtraction
Communication
Conceptual Development
Teacher
Problems
Fractions / Decimals / Percents / Rational Numbers
Problem Solving / Problem Posing
Reasoning and Proof
Representation
Multiplication and Division