Fruitful Fraction Models with Digital Tools

Authors

  • Alesia Mickle Moldavan Fordham University https://orcid.org/0000-0001-7946-9028
  • Asia Franks Fordham University
  • Marquette Richardson The Urban Assembly School for Applied Math and Science

Abstract

With COVID-19 changing the digital landscape of mathematics instruction, teachers turned to digital tools to support remote learning. In this article, the authors explore a digital tool used by students to create fraction bar and circle models while engaged in a task. They discuss considerations for how to teach and model with digital tools in mathematics classrooms.

Author Biographies

Alesia Mickle Moldavan, Fordham University

Alesia Mickle Moldavan, Ph.D. is an Assistant Professor of Mathematics Education in the Graduate School of Education at Fordham University, New York. She teaches elementary and secondary mathematics methods courses for preservice and in-service teachers. Her research interests include equitable and culturally relevant mathematics teaching, ethnomathematics, and the use of digital technology in teacher education. Her recent work focuses on the development of innovative curriculum in teacher education that promotes cultural awareness, teacher well-being, and justice-oriented advocacy in global contexts.

Asia Franks, Fordham University

Asia Franks is a Ph.D. student in Innovation in Curriculum and Instruction at Fordham University, the Math Department Chair at Packer Collegiate Institute in Brooklyn, and the Director of Curriculum and Training at Fraser’s Mathematics Solutions. Passionate about improving experiences for underrepresented students in mathematics classrooms, her research interests include teacher beliefs, preservice programs, professional development, and mathematical knowledge for teaching.

Marquette Richardson, The Urban Assembly School for Applied Math and Science

Marquette Richardson is a middle school math teacher and educational coach. She is an alumni of The Urban Assembly School for Applied Math and Science where she started her educational career teaching 6th grade mathematics in Bronx, New York. She now supports training novice teachers in New York City and develops curriculum for public school districts in Houston, Texas.

References

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Math Learning Center. (2020). Fractions. Available online at https://apps.mathlearningcenter.org/fractions/

Moldavan, A. M., Capraro, R. M., & Capraro, M. M. (2021). Navigating (and disrupting) the digital divide: Urban teachers’ perspectives on secondary mathematics instruction during COVID-19. The Urban Review, 1–26. https://doi.org/10.1007/s11256-021-00611-4

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National Governors Association Center for Best Practices (NGA Center) & Council of Chief State School Officers (CCSSO). (2010). Common core state standards for mathematics. Authors. Available online at http://www.coresstandards.org.

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Reiten, L. (2018). Promoting student understanding through virtual manipulatives. Mathematics Teacher, 111(7), 545–548.

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Published

2022-04-30

How to Cite

Moldavan, A. M., Franks, A. ., & Richardson, M. (2022). Fruitful Fraction Models with Digital Tools. hio ournal of chool athematics, 90(1), 33–43. etrieved from http://voyager.janeway.systems:9999/index.php/OJSM/article/view/8891

Issue

Vol. 90: Spring 2022

Section

Articles

License

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