Fractions are a difficult and often miss understood by many students, they deviate from normal structure of numbers and as suggested by Gould (2013) students struggle to comprehend the changed symbols that are used with fraction. Students also struggle to grasp that all fractions are part of a whole; this is a direct relation to understanding the set up and structure of a fractions.
Students can often become confused by the language that teacher use when describing fractions. Many teachers will come up with a verity of different names to describe the numerator and denominator to students in the hopes that they will make them easy to understand (Muzheve & Capraro, 2012). This can actually lead to more confusion particularly when teacher all …show more content…
They stated that students tend to learn more about the topic, when they are able to identify where they will need these concepts later in life. They also noted that this actually added to student’s engagement and enjoyment to the topic, as they are able to understand how they will use the knowledge later in life.
The use of manipulatives, when teaching fractions was an over arching suggestion of all the articles. With them all suggesting there importance when teaching fractions, as it allows students to visualize the concepts that are being discussed while supporting students who are still a the concrete stage of learning. Naiser, Wright, & Capraro, (2003) outlined that manipulatives in relation to fractions, allows the lesson to become more active as well as allowing students to display their thinking to them selves as well as to their teachers.
It was suggested by Naiser, Wright, & Capraro, (2003) that Teachers don’t necessarily have to teach students with strict rules in regards to fractions. Instead to let students create and structure their own thoughts towards the topic. While developing and strengthening their problem solving …show more content…
From this students will be able to understand the importance that math plays in the larger production of life, and how knowing and understanding mathematics will aid them through life (Sparrow, 2008).
I will have high expectations for all students no matter what there aptitude or ability may be towards mathematics. This will enable students to believe that they are capable of achieving and learning any mathematical concepts that they may be face with (Rubie-Davies, Peterson, Sibley, & Rosenthal, 2015).
One of the biggest contributes to my mathematics classroom will be the important of understanding and knowing my students (Muller, 2001). This is not only involve me having a solid understanding of what their abilities are, but also knowing their personal interests this will enable me to structure an tailor lessons that not only meet their learning needs and capabilities, but also keep them interest in through integrating their interests into the
Students can often become confused by the language that teacher use when describing fractions. Many teachers will come up with a verity of different names to describe the numerator and denominator to students in the hopes that they will make them easy to understand (Muzheve & Capraro, 2012). This can actually lead to more confusion particularly when teacher all …show more content…
They stated that students tend to learn more about the topic, when they are able to identify where they will need these concepts later in life. They also noted that this actually added to student’s engagement and enjoyment to the topic, as they are able to understand how they will use the knowledge later in life.
The use of manipulatives, when teaching fractions was an over arching suggestion of all the articles. With them all suggesting there importance when teaching fractions, as it allows students to visualize the concepts that are being discussed while supporting students who are still a the concrete stage of learning. Naiser, Wright, & Capraro, (2003) outlined that manipulatives in relation to fractions, allows the lesson to become more active as well as allowing students to display their thinking to them selves as well as to their teachers.
It was suggested by Naiser, Wright, & Capraro, (2003) that Teachers don’t necessarily have to teach students with strict rules in regards to fractions. Instead to let students create and structure their own thoughts towards the topic. While developing and strengthening their problem solving …show more content…
From this students will be able to understand the importance that math plays in the larger production of life, and how knowing and understanding mathematics will aid them through life (Sparrow, 2008).
I will have high expectations for all students no matter what there aptitude or ability may be towards mathematics. This will enable students to believe that they are capable of achieving and learning any mathematical concepts that they may be face with (Rubie-Davies, Peterson, Sibley, & Rosenthal, 2015).
One of the biggest contributes to my mathematics classroom will be the important of understanding and knowing my students (Muller, 2001). This is not only involve me having a solid understanding of what their abilities are, but also knowing their personal interests this will enable me to structure an tailor lessons that not only meet their learning needs and capabilities, but also keep them interest in through integrating their interests into the