Strings, Bears, & Boards: Making Fractions Meaning-filled (pp. 54--60)

Authors

  • Bridget K Druken California State University, Fullerton
  • Alison S Marzocchi California State University, Fullerton

Abstract

To successfully operate with fractions, decimals and percents, it is imperative to first provide pre-service teachers the opportunity for making sense of the meaning of fractions. The Common Core State Standards and associated Progressions document provide guidelines for building fraction understanding. In this article, the authors present a series of fraction meaning activities designed for pre-service teachers that have been implemented and improved through ten iterations of lesson study. The activities use physical models that link pre-service elementary teachers’ fraction reasoning to Common Core Standards. Using string, counting bears, and geoboards, these meaningful fraction activities show how a copies of 1/b of some whole, or a/b, can be seen in linear, discrete, and area contexts. 

Author Biographies

Bridget K Druken, California State University, Fullerton

is an Assistant Professor in the Department of Mathematics at California State University, Fullerton. She teaches mathematics content courses for future teachers and supervises single-subject credential students as they work towards becoming grades 7-12 mathematics teachers. Her interests include hiking, yoga, dogs, cats, photography, swimming, contra dancing, and family.

Alison S Marzocchi, California State University, Fullerton

is an Assistant Professor in the Department of Mathematics at California State University, Fullerton. She is a former high school mathematics and computer science teacher. She currently teaches mathematics content courses for future teachers and coordinates the single-subject credential program.

References

Bezuk, N. & Cramer, K. (1989). Teaching about fractions: What, when, and how? In P. Trafton (Ed.), National Council of Teachers of Mathematics 1989 Yearbook: New Directions For Elementary School Mathematics (pp. 156-167). Reston, VA: National Council of Teachers of Mathematics.

Common Core State Standards for Mathematics (CCSSM). 2010. National Governors Association Center for Best Practices and the Council of Chief State School Officers, Washington, D.C. http://www.corestandards.org/

Common Core Standards Writing Team. (2013). Progressions for the Common Core State Standards in Mathematics (draft). Grades 3–5, Number and Operations – Fractions. Tucson, AZ: Institute for Mathematics and Education, University of Arizona. http://mathematicalmusings.org/wp-content/uploads/2018/08/ccss_progression_nf_35_2018_08_10.pdf

Lewis, C. C., Perry, R. R., & Hurd, J. (2009). Improving mathematics instruction through lesson study: A theoretical model and North American case. Journal of Mathematics Teacher Education, 12(4), 285-304. https://link.springer.com/article/10.1007/s10857-009-9102-7

Luo, F., Lo, J. J., & Leu, Y. C. (2011). Fundamental fraction knowledge of preservice elementary teachers: A cross

Philipp, R. & Hawthorne. (2015). Unpacking referent units in fraction operations. Teaching Children Mathematics, 22(4), 240 – 247. https://www.nctm.org/Publications/Teaching-Children-Mathematics/2015/Vol22/Issue4/Unpacking-Referent-Units-in-Fraction-Operations/

Russell, R. A. (2005). Pick's theorem: What a lemon! Mathematics Teacher, 97(5), 352 356. https://www.nctm.org/Publications/mathematics-teacher/2004/Vol97/Issue5/Pick_s-Theorem_-What-a-Lemon!/

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Published

2019-11-03

How to Cite

Druken, B. K., & Marzocchi, A. S. (2019). Strings, Bears, & Boards: Making Fractions Meaning-filled (pp. 54--60). hio ournal of chool athematics, 83(1). etrieved from http://voyager.janeway.systems:9999/index.php/OJSM/article/view/7209

Issue

Vol. 83: Fall 2019

Section

Articles

License

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