By Marjorie M. Petit, Robert E. Laird, Edwin L. Marsden, Caroline B. Ebby
A spotlight on Fractions is the 1st e-book to make cognitive study on how scholars enhance their knowing of fraction thoughts effortlessly obtainable and comprehensible to pre- and in-service ok– eight arithmetic educators. this crucial source assists lecturers in translating learn findings into their lecture room perform by means of conveying distinctive information regarding how scholars enhance fraction understandings in addition to universal pupil misconceptions, error, preconceptions, and partial understandings which could intervene with scholars learning.? utilizing vast annotated samples of pupil paintings, in addition to vignettes attribute of lecture room lecturers’ reports, this ebook equips educators with wisdom and instruments to bare scholars’ pondering which will adjust their instructing to enhance scholar studying of fractions concepts.? specified positive factors: finish of bankruptcy Questions supply academics the chance to investigate scholar considering and view tutorial options for his or her personal scholars. tutorial hyperlinks aid academics relate techniques from the bankruptcy to their very own recommendations and courses. significant rules and learn studies body the chapters and supply a platform for significant exploration of the instructing of fractions. solution Key published on-line deals large factors of in-chapter questions. a spotlight on Fractions bridges the space among what arithmetic schooling researchers have came upon in regards to the studying of fraction innovations and what academics want to know to make powerful tutorial judgements.
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Additional resources for A Focus on Fractions: Bringing Research to the Classroom
Smith’s students ride the bus to school. of Mr. Taylor’s students ride the bus to school. Explain how it could be possible that Mr. Taylor has more students ride the bus to school even though Mrs. Smith has a greater fractional part of her students ride the bus to school? 20) for this problem suggests that they understand that the two wholes being considered (the number of students in Mrs. Smith’s class and the number of students in Mr. Taylor’s class) are diﬀerent sizes. To solve the problem, they each speciﬁed wholes that would prove their case.
How are the objects in the set arranged? Arranged in an array. Are the sizes of the objects in the set the same or different? All the objects are the same size and shape. What do equal parts mean? An equal count of apples. 1 Circle 3 of the apples. post-assessments were analyzed for the use of models to solve problems (VMP OGAP (2005). [Grade 4 pre- and post-assessment]. ). 1 percent 39 of the students eﬀectively used one or more models to solve problems. 5 percent 31 39 of the students eﬀectively used one or more models to solve problems.
Here part I contains 14 of the area of the square in the lower right corner comprised of parts H and I, not 14 of the whole square. How can we understand Matt’s selection of fractions? When Matt was looking at sections A and B, he used the entire square as the unit. Each of A and B contains 18 of the area of that unit (the whole square). 17. It appears that Matt made the same error when he considered sections F and G. 48 • What is the Whole? 16 Matt’s response to Fractions of a Square Reprinted with permission from Balanced Assessment Professional Workshop Series.
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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