Iteration: Unit Fraction Knowledge and the French Fry Tasks

Autor/inn/en	Tzur, Ron; Hunt, Jessica
Titel	Iteration: Unit Fraction Knowledge and the French Fry Tasks
Quelle	In: Teaching Children Mathematics, 22 (2015) 3, S.148-157 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1073-5836
Schlagwörter	Leitfaden; Unterricht; Lehrer; Mathematics Instruction; Teaching Methods; Mathematical Concepts; Concept Formation; Elementary School Mathematics; Multiplication; Manipulative Materials; Learning Strategies; Cognitive Processes + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Concept learning; Begriffsbildung; Elementare Mathematik; Schulmathematik; Multiplikation; Hilfsmittel; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Cognitive process; Kognitiver Prozess
Abstract	Often, students who solve fraction tasks respond in ways that indicate inadequate conceptual grounding of unit fractions. Many elementary school curricula use folding, partitioning, shading, and naming parts of various wholes to develop children's understanding of unit and then nonunit fractions (e.g., coloring three of four parts of a pizza and naming it as three-fourths). Yet, using part-to-whole models for fractions rarely develops notions of rational numbers necessary for later proportional and algebraic reasoning. Through collaborative research and as an alternative to the part-whole approach, this article's aim is to teach fractions and solidify children's multiplicative notions of unit fractions through a core activity of unit iteration (i.e., using a single item, such as a paper strip of specific length, and repeating it a number of times to create and/or "measure" another unit). This article provides educators with an explanation of what the authors call the French Fry tasks--a series of tasks based on unit iteration that work to bring about children's unit fraction knowledge. (ERIC).
Anmerkungen	National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191-1502. Tel: 800-235-7566; Tel: 703-620-3702; Fax: 703-476-2970; e-mail: orders@nctm.org; Web site: http://www.nctm.org/publications/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01