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Student engagement with fractions ideas and learning  Print

 

Student engagement with fractions ideas and learning

Teacher Professional Learning Instructional Decisions Student Learning Fractions(Content)

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The teams took advantage of the collective knowledge about fractions in the classroom to enhance individual understandings. Developing a math talk learning community allowed students to reveal their thinking. When students were allowed to grapple with their misconceptions through dialogue with peers, they often developed a more accurate and robust understanding of fractions concepts. Open tasks allowed students to apply their knowledge and build on it throughout the lesson.

Students in all grades demonstrated success using number lines to represent, compare and order fractions. The number line emphasized fraction as a number and also allowed students to make connections to decimals and percents. Close examination of student work in the process revealed a high reliance on area models, particularly circles, in spite of difficulty with partitioning circles into equal parts. This was new learning for educators, who had rarely used number lines to explore fractions with students previously. In general, students favoured one of area or set models and had difficulty moving flexibly between the two.

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