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 advance their figuring out of fraction suggestions easily obtainable and comprehensible to pre- and in-service okay- eight arithmetic educators. utilizing wide annotated samples of scholar paintings, in addition to vignettes attribute of school room lecturers' reports, this booklet equips educators with the data and instruments to bare scholars' considering in order to alter their educating and increase scholar studying of fraction recommendations. a spotlight on Fractions 2d version contains sections on the. Read more...
summary: a spotlight on Fractions is a groundbreaking attempt to make the maths schooling study on how scholars boost their figuring out of fraction techniques with no trouble obtainable and comprehensible to pre- and in-service ok- eight arithmetic educators. utilizing huge annotated samples of pupil paintings, in addition to vignettes attribute of lecture room academics' reports, this publication equips educators with the information and instruments to bare scholars' considering so they can regulate their educating and increase pupil studying of fraction suggestions. a spotlight on Fractions 2d version contains sections at the
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Extra info for A focus on fractions: bringing research to the classroom
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? Â€Taylor’s class) are different sizes. To solve the problem, they each specified wholes that would prove theirÂ€case. What Is the Whole? 19â•‡ Toni’s response. Toni used a visual set model to show that (12 students) is less than 12 of 26 students (13 students). 20â•‡ Samantha’s response. Â€Taylor had more students ride the bus to school. Toni’s and Samantha’s solutions both reflected the situation.
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? c. Do you think that Willy decided that the sum “is just going to be a little less than 1” without computing the sum?
It appears that Matt made the same error when he considered sections F andÂ€G. 17â•‡ The part of the whole square that Matt considered when determining the fractional parts H and IÂ€is circled. Reprinted with permission from Balanced Assessment Professional Workshop Series. Mathematics Assessment Resource Service (MARS). For a closer look at Matt’s response to this problem, and to consider possible next instructional steps for Matt, answer question 3 in LookingÂ€Back. 46â•‡ •â•›â•›â•›â†œWhat Is the Whole?