Dividing Fractions Using an Area Model: A Look at In-Service Teachers' Understanding

Autor/inn/en	Lamberg, Teruni; Wiest, Lynda R.
Titel	Dividing Fractions Using an Area Model: A Look at In-Service Teachers' Understanding
Quelle	In: Mathematics Teacher Education and Development, 17 (2015) 1, S.30-43 (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1442-3901
Schlagwörter	Elementary School Teachers; Middle School Teachers; Problem Solving; Word Problems (Mathematics); Mathematical Concepts; Mathematics Skills; Knowledge Base for Teaching; Teacher Competencies; Faculty Development; Pedagogical Content Knowledge; Concept Formation + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Problemlösen; Textaufgabe; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Teaching theory; Theory of teaching; Unterrichtstheorie; Lehrkunst; Pädagogische Kompetenz; Concept learning; Begriffsbildung
Abstract	The paper reports an investigation into how a group of elementary and middle school teachers collectively attempted to solve and understand a fraction division problem using an area model. Solving the word problem required that teachers determine how many two-thirds fit into three-fourths. The teachers struggled to conceptualise fraction division, to meaningfully connect it to the area model, and to interpret the fraction remainder. Developing such understanding was facilitated by allowing sufficient time for group discussion and collective thinking, supported by use of visual representation. During this process, it was important for the teachers to identify an appropriate unit of measure and referent unit, and to make sense of these in relation to each other and to the problem. The importance of connecting concepts to procedures and to comprehending and using other fraction models (linear, set) is noted. (As Provided).
Anmerkungen	Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: mted@merga.net.au; Web site: http://www.merga.net.au/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01