December 2016, Vol. 23, Issue 5
Backing up and Moving Forward in Fractional Understanding
Angela T. Barlow, Alyson E. Lischka, James C. Willingham, and Kristin S. Hartland
A well-crafted opening problem can provide preassessment of students’ fraction knowledge and assist teachers in determining next steps for instruction.
After watching a demonstration lesson that exposed students’ misunderstandings regarding division of fractions, a teacher shared this sentiment:
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