Fractions - Session 2: Understanding and using representations of fractions

Part 4: Examining explanations for representations of ¾

video of math teacher

Overview

This part continues the work on the representations of ¾ activity. It compares different explanations and examines how key ideas about fractions are used in these explanations.

Key Points

  • Two foundational ideas about fractions: identifying the whole and equal partitioning.
  • The meaning of “equal partitioning” depends on the type of representation. For example, in an area model equal partitioning means that each partition has equal area, but in a set model equal partitioning means there are the same number of objects in each partition.

Menu

  • DTE Home
  • Fractions Home
  • Sessions
    • Session 1: Studying mathematics teaching with a focus on fractions
    • Session 2: Understanding and using representations of fractions
    • Session 3: Connecting representations and developing a working definition of a fraction
    • Session 4: Using the number line
    • Session 5: Narrating representations and analyzing tasks
    • Session 6: Using public recording space
    • Session 7: Studying how tasks and public recording space support mathematics teaching
    • Session 8: Supporting students' narrations; and using a 'public-recording-space checklist'
    • Session 9: Investigating strategies for comparing fractions
    • Session 10: Supporting students’ understanding and use of representations shared by classmates

Get in touch

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    Ann Arbor, Michigan 48109-1259

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