Creative Communication Techniques in Teaching Fractions

By: JUNITO C. COMEROS, MT-I

Region X

Creative communication techniques are innovative ways of procedures used in

presenting a lesson using poems, stories, songs, and vignettes for better understanding,
faster memory and longer retention of mathematics concepts to the learners. These
techniques are appealing to the pupils because these cater to the multiple intelligences
that each learner possesses.
The multiple intelligences which are postulated by Gardner (1982) include linguistic,
visual, kinesthetic, mathematical, and interpersonal. These intelligences vary from one
individual to another, although some are particularly dominant for some learners while
others are recessive. For instance, some learners have more pronounced skills in linguistic
and communication, while they are weak in logical-mathematical skills. However, this does
mean that they have no skills in logic and mathematics. It means that these skills are not
as evident as the one that is surfacing out.
Say for instance, the poem I Have A Cake can be a good sample:
I have a cake.
A whole piece of cake.
I cut the cake
For friends to partake.
1 and 1 make 2
2 2 2
and 2 is equal to 1.
2
1 and 2 make 3
3 3 3
and 3 is equal to 1.
3

Another example is the song Fraction Is a Lot of Fun which goes this way:

Fraction is a lot of fun

If we learn and understand
3, 1 and 1
4 2 4
2, 3 and 1
5 5 6.
 Compare the numbers above the bar
With the numbers below the bar

Children by nature are very creative. They would love to recite rhymes and sing
jingles and they could easily rote memorize what is given to them, especially when these
are in forms of rhyming words and songs. It is also at this stage when they would love to
listen to stories and vignettes, especially those which could stir their imagination.
Understanding the nature of elementary children would help teachers create
innovative ways to present their lessons. The use of creative communication techniques in
teaching elementary mathematics especially in fractions could enhance better ways to
facilitate pupils’ understanding of mathematical concepts that children at this age level
should develop. If teachers could generate a pool of these materials, then, very likely
children would love to learn their mathematics lessons.