## Archive for February 14th, 2011

This reading discusses how an average student can benefit from a structured and ordered approach to the teaching of fractions. It could probably be applied to any mathematics topic.

The approach taken was one of understanding the needs of the child first and having an in depth idea of where her weaknesses were. There was a strong focus on the language of fractions – this relates to some of the findings I wrote about yesterday. Fractions are a relative part of maths and their outcome depends entirely on whatever the whole is.

However, we initially observed Audrey having problems in comparing the equivalent fractions 1/3 and 2/6. We therefore used the fraction-lift to clarify equivalent fractions, by making them fractions living at the same floor of the fraction-building and by introducing the metaphor of “roommates” for fractions at the same position on the number line. We now observed how Audrey used the strategy of doubling both the numerator and the denominator to generate equivalent fractions, for example by replacing 2/3 by 4/6 to compare the latter fraction with 5/6.

This gives Audrey a hook to hang her ideas on, something concrete that she can build her learning on. I’m convinced that children need to have the basics of any topic before moving on. I also think that the current approach we have to teaching in this country, based on the current Mathematics Framework, is far too fleeting and jumpy. As practitioners, I feel we need to consider the needs of our children – group parts of topics together so that they have more time to practise and consolidate their learning.

**Link (the full article)**: Ronald Keijzer and Jan Terwel: Audrey’s Acquisition Of Fractions: A Case Study Into The Learning Of Formal Mathematics.