Revisiting the Meaning of the Denominator

Authors

  • Debra Johanning The University of Toledo
  • Lindsey Haubert Heidelberg University

Abstract

Being able to fluently work with fractions as quantities involves reasoning about the denominator as an indicator of size. This view is emphasized in the Common Core State Standards associated with fractions. This article examines specific classroom problems that can build students’ ability to reason about the denominator as a reference to size.

Author Biographies

Debra Johanning, The University of Toledo

Debra I. Johanning, debra.johanning@utoledo.edu, is an associate professor of mathematics education in the department of Curriculum and Instruction in the Judith Herb College of Education at the University of Toledo in Toledo, Ohio. Dr. Johanning is interested in supporting teachers so that they can better understand ways to help their students make sense of fractions and fraction operations.

Lindsey Haubert, Heidelberg University

Lindsey R. Haubert, lhaubert@heidelberg.edu, is a mathematics education instructor in the School of Education at Heidelberg University in Tiffin, Ohio. Mrs. Haubert is interested in supporting prekindergarten teachers as they work to better understand the mathematics children engage in while playing.

References

Common Core State Standards Initiative (CCSSI). 2010. Common Core State Standards for Mathematics (CCSSM). Washington, DC: National Governors Association Center for Best Practices and the Council of Chief State School Officers. http://www.corestandards.org/assets/CCSSI_Math%20Standards.pdf

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Published

2017-05-08

How to Cite

Johanning, D., & Haubert, L. (2017). Revisiting the Meaning of the Denominator. hio ournal of chool athematics, 75(1). etrieved from http://voyager.janeway.systems:9999/index.php/OJSM/article/view/5578

Issue

Vol. 75: Spring 2017

Section

Articles

License

By submitting this agreement, the author hereby grants to The Ohio State University, on behalf of its University Libraries