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2012

Literature Synthesis: Fractions

Learning focus: Students use a variety of materials to explore decimals, ratios and percentages as equivalent forms of common fractions and see the connection between them.

5/25/2012

The following paper draws on common misconceptions students have while engaging with fractions and suggests how to successfully teach and address the following learning focus: Students use a variety of materials to explore decimals, and are introduced to ratios and percentages as equivalent forms of common fractions and see the connection between them.

Possible misconceptions and difficulties students may encounter when learning fractions:
A lack of comprehension with fractions can be translated into difficulties with fractions in other areas such as percentages and decimals. Results of NEAP testing have consistently shown that students often have a weak understanding of fraction concepts (Sowder & Wearne, 2006; Wearne & Kouba, 2000). When focussing on counting whole numbers in the earlier years of school, children find it difficult to grasp the concept of fractional numbers, numbers that appear between each whole number. Generalizations from whole numbers can confuse students. Fractions are part of the strategy domain of proportion and ratios, students often do not realise this, a key idea for students is that decimal notation and percent notation are simply two other representations for fractions, as well as a part -towhole concept of a fraction is just one form of ratio (Van de Walle, 2010, p. 286). To follow are in this paper, are a range of strategies that teachers can use, such as providing students with a variety of hands-on models, and a range of manipulatives and tools to represent fractions, enabling fractions to come alive and make sense. (Clark. M, et al. 2008, p.378) Students often think that the bigger [the fraction] is, the smaller it is. (Clarke, D. 2006) through the use of fraction strips and fraction walls teachers can address many aspects of the mathematics curriculum. They get confused that one-third is actually larger than onefourth, and five-fifths is the same as one whole. Children without a basic understanding of number sequences are unable to progress in fractional knowledge, so this needs to be

established prior. Often students find fractions to be difficult, and meaningless which creates several misconceptions. Teachers need to focus more on conceptual understanding, as it is highlighted this is an aspect which has often been minimal within classroom teaching. Conceptual understanding of decimals and their connections to fractions must be carefully developed, e.g. 3.75 and 3 uphold the same value, yet look quite different on paper, causing misconception and difficulties.

Practical implications for teaching these concepts (fractions) effectively:


1.

Teachers must have a sound knowledge of mathematics

Be persistent, positive, flexible, use different ways to describe problems and strategies, be reflective, use models and manipulatives and consider using some of the following when teaching (Van de Walle: 2010)

2.

Use technology to support learning:

Effective teachers maximise the potential of technology to develop students understanding, stimulate their interest, and increase their proficiency in mathematics. (Van de Walle et al., 2010, p. 111). The SMART board is a suggestion teachers could use in their lessons to help students visualise fractions, record fractions, compare fractions, create fraction walls, draw and create fractions, SMART boards can be used to emphasise ideas, patterns and to demonstrate key understandings. Using visuals with students such as number lines, fraction walls and fraction strips are vital to teaching fractions, demonstrating to students that whole numbers, fractions and decimals relate. (Clark. M, et al. 2008, p.375). Technology is also important students can use this for fraction representations.
3.

Use engaging, active methods to teach fractions

The use of the body when teaching fractions can be and also highly beneficial for kinaesthetic learners. Judith Mills, introduces Body fractions- a physical approach to fraction learning. Body fractions, establishes with students the values of each common fraction that can be portrayed by different body poses, using the arms to show particular fractional quantities. This activity is designed to encourage student dialogue which assists comprehension, it can provide a very nice opportunity for argumentation, including explanation and justification (Mills, 2011, p. 18). It also allows for the extension into the set value and decimal values of the equivalent fraction, when students have mastered body fractions using standard fractions and set values, the activity can be even be extended to percentages and decimal fractions (Mills, 2011, p. 18). The Body Fraction activity incorporates a combination of fractions, decimals and percentages and the conversions between them and the students can represent various percentages using their arms.

4.

Using a variety of visual and numerical representations for fractions can


support students to build up experiences with the different areas of fractions (fractional constructs). Show a connection between words, symbols and models. Cuisenaire rods, paper folding fractions, animated shapes and computer programs, rectangular set models, geoboard, grids, diagrams, circular representations.

Fraction walls can support students to clearly visualise the fractions and compare them with others of the same size. As improper fractions arise naturally, then we can look at how children choose to deal with them before moving on to explaining them. This use of whole number rather than fractional language appears to be an indicator that the students do not yet understand which digit refers to the number of parts or the number of size of the parts. This allows for teachers to draw on the meaning of the numerator and denominator within a fraction.

Linking fractions to other domains:


Literacy:

Students read information from a range of sources, such as long worded questions such as division fractions. E.g. sharing fractions of a pizza. Teachers can ask students to write fraction division questions relating to the real world. Engage in dialogue between peers to show thought processes and notions on mathematical problems.

Information Communication TechnologyThe SMART board is a suggestion teachers could use in their lessons to help students visualise fractions, record fractions, compare fractions, create fraction walls, draw and create fractions, SMART boards can be used to emphasise ideas, patterns and to demonstrate key understandings.

References:
Clarke, D., Roche, A., Mitchell, A. (2008). Mathematics in the middle school. 10 Practical Tips For Making Fractions Come Alive and Make Sense. Vol 13, p. 372-379. Retrieved August 21, 2012.

Mills, J. (2011). Body Fractions, A Physical Approach to Fraction Learning. 16 (2) p. 17-22. Retrieved August 21, 2012.

Sowder, J., & Wearne, D. (2006). What Do We Know About eighth-grade student achievement? Mathematics Teaching in the Middle School, 11(6), 285-293.

Cramer, K., & Henry, A. (2002). Using manipulative models to build number sense for addition of fractions. In B. Lit-willer (ed.), Making sense of fractions, ratios, and proportions, 41-48.

Martinie, S. L., & Bay-Williams, J. M. (2003). Investigating students conceptual understanding of decimal fractions using multiple representations. Mathematics Teaching in the Middle School, 8(5), 244-247.

Siebert, D., & Gaskin, N. (2006). Creating, naming and justifying fractions. Teaching Children Mathematics, 12(8), 394-440.

Van de Walle, J., Karp. S., & Bay-Williams, J. M. (2010). Elementary and middle school mathematics: teaching th developmentally (7 ed.). Boston, MA: Allyn & Bacon.

Victorian Essential Learning Standards Website. State Government of Victoria (2007).

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