How students are introduced to fractions in early grades affects how they approach more complicated mathematics鈥攍ike algebra鈥攊n higher grades. It鈥檚 crucial that students learn how fractions behave differently than whole numbers and apply that logic to adding, subtracting, dividing, or multiplying fractions.
Building this conceptual base about fractions can be challenging because it鈥檚 easy for misconceptions to slip in, said Kevin Dykema, the immediate past president of the National Council of Teachers of Mathematics and an 8th grade math teacher at Mattawan Middle School in Michigan.
鈥淪o many of those misconceptions have happened because we鈥檝e just told the students what to do, rather than trying to get them to understand what鈥檚 going on,鈥� Dykema said in a video interview with 澳门跑狗论坛, recorded in August while he was still NCTM president.
In the video, Dykema details strategies to help educators dispel these misconceptions. He recommends the use of visuals, like fraction circles, graphs, or bars, to help students understand the relative size of one fraction compared to another. Dykema also suggests that 鈥渟tudent-to-student discourse鈥� can prod understanding or 鈥渁-ha鈥� moments during a fractions lesson.
For more research-based strategies on teaching fractions, as well as other math concepts, check out 澳门跑狗论坛鈥檚 email mini-course, Teaching Math.
