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For years, the teaching and learning of fractions has been associated with rote memorization. But this mechanical approach to instruction—which strips students of an ability to reason or make sense of math—has resulted in a failure of understanding.
Author Monica Neagoy, drawing on decades of research studies, evidence from teacher practice, and 25 years of experience working around the world with teachers, students, and parents, addresses seven big ideas in the teaching and learning of fractions. Each idea is supported by a vignette from a real classroom, common misconceptions, a thorough unpacking of productive mathematical thinking, and several multistep and thought-provoking problems for teachers to explore.
She offers three fundamental reasons why it’s imperative for us to take a closer look at how we teach fractions:
1. Fractions play a key role in students’ feelings about mathematics.
2. Fractions are fundamental to school math and daily life.
3. Fractions are foundational to success in algebra.
While a solid grounding in algebra is fundamental to a STEM career, the worthy goal of “algebra for all” will not be possible until “fractions for all” is a reality. Unpacking Fractions provides teachers with concrete strategies for achieving that reality—in short, helping all students gain the knowledge they need to feel at ease with fractions.
BOOK: (ASCD book copublished with NCTM, 2017) 7 7/8” x 9 7/8”, 280 pages
E-BOOK: (ASCD E-Book, 2016) PDF e-book accompanied by bonus MOBI and EPUB files for use on e-book readers like the Kindle and the Nook. See the e-book FAQ link for information about device compatibility.
Improving classroom discussion begins with transforming the roles of students and teachers. This guide details crucial teaching practices to help students take a leading role in their learning. Filled with tips, strategies, and examples, this guide can show any teacher how to better help students speak and listen to one another in ways that help them make meaning and increase their understanding.