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Direct linkFlores, Alfinio; Priewe, Melina D. – Mathematics Teaching in the Middle School, 2013
This article describes how teachers address issues and tensions that students meet in learning division of fractions. First, students must make sense of division of fractions on their own by working individually and in small groups, using concrete or pictorial representations, inventing their own processes, and presenting and justifying their…
Descriptors: Arithmetic, Middle School Students, Thinking Skills, Problem Solving
Dixon, Juli K.; Tobias, Jennifer M. – Mathematics Teaching in the Middle School, 2013
What does it look like to "understand" operations with fractions? The Common Core State Standards for Mathematics (CCSSM) uses the term "understand" when describing expectations for students' knowledge related to each of the fraction operations within grades 4 through 6 (CCSSI 2010). Furthermore, CCSSM elaborates that…
Descriptors: Computation, Arithmetic, Preservice Teacher Education, Preservice Teachers
Peer reviewedWeidemann, Wanda; Mikovch, Alice K.; Hunt, Jane Braddock – Mathematics Teaching in the Middle School, 2001
Describes a number line activity based on students' individual timelines to help students understand the concepts of integers and rational numbers. Middle school students and their parents construct a number line using positive and negative rational numbers to represent dates of events before and after the student's birth. (KHR)
Descriptors: Concept Formation, Integers, Learning Strategies, Mathematics Activities
Peer reviewedSherard, Wade H., III – Mathematics Teaching in the Middle School, 2002
Discusses several solutions--correct and incorrect--for a "Food for Thought" problem from the May 2000 issue. Emphasizes the importance of proportional reasoning. (KHR)
Descriptors: Learning Strategies, Mathematics Education, Middle Schools, Number Concepts
