By Michelle Pace, posted July 6, 2015 –

Teachers work overtime to focus on whole-number sense in the primary grades. Many mathematics professional learning communities also focus on this concept. They look at curriculum standards: highlight, circle, reread, summarize, examine, and so on. Number sense, number sense, number sense! I agree wholeheartedly that number sense is the most important concept that lays the foundation for understanding numbers in mathematics. I also believe there is a flip side. Before kindergartners learn to read, they learn readiness skills that highly influence their oral language development, which influences reading comprehension. Mathematics comprehension is needed for success in mathematics. The key to this is developing mathematics vocabulary through oral language, allowing students to talk it out through explanations.

In the state of Florida, first-grade teachers give students a taste of fractions. Starting in first grade, teachers introduce the beginning concepts of fractions by showing picture representations for wholes, halves, and fourths. This transfers to labeling fraction models. By fifth grade, students are expected to multiply and divide fractions. They must be able to comprehend what fractions mean before they can manipulate fractions through various operations and within word problems. Taking the vocabulary back to a strategy that emphasizes oral language development can help improve students’ comprehension of the meaning of fractions. Take it one step further: Allow them to make connections between fractions and not just the real world, but their world.

In the April 2015 issue of Teaching Children Mathematics, this vocabulary strategy can be seen in action within a kindergarten classroom. Students were asked to explain the meaning of a specific mathematics vocabulary word by connecting it to a real-world experience. Students drew pictures and wrote words to represent what the word join means. After the illustrations were complete, each student presented his or her picture and explained to the class what the vocabulary word meant by connecting the term to the drawing. In the end, the class had a poster to display to help students remember what the terms meant. The same strategy can be used across mathematics vocabulary in all grade levels.

I challenge you to use the strategy to uncover your students’ fraction knowledge in your classroom. Present a fraction vocabulary word, such as whole, halves, thirds, fourths, equivalent, or partition. Ask your students to explain the meaning of the word through pictures, words, and finally an explanation to their peers. Encourage your students to find a real-world connection to the vocabulary terms. Doing so can help uncover misconceptions and confirm understanding. You will be surprised with what they can come up with! Below are some examples of what a second-grade class proposed for fraction vocabulary words.

 Your Turn 

Now it’s your turn. Share thoughts, questions, and experiences that you use to uncover your students’ fraction knowledge. We want to hear from you! Post your comments below or share your thoughts on Twitter @TCM_at_NCTM using #TCMtalk.

Michelle Pace is a graduate of the University of Central Florida’s Lockheed Martin Mathematics and Science Master’s Education Academy. She currently serves as a STEM resource teacher at Goldsboro Elementary Magnet School in Sanford, Florida. She created and implemented the K–grade 5 mathematics problem-solving lab. She is interested in teaching problem solving through project-based learning.