1887

n Learning and Teaching Mathematics - Kids say the darndest things

Volume 2006, Issue 3
  • ISSN : 1990-6811

Abstract

Below I provide an example of an FET college student's work on adding simple fractions. This example exemplifies the way in which students (including college FET students) overgeneralize rules they learn in relation to specific fraction problems. I argue that the lesson to be learnt from such examples is that procedural (rule-based) teaching of fractions does not work! We have to get learners to understand the basic concept of fractions and to understand why certain procedures and rules work when working with specific operations on certain types of fraction.

Loading full text...

Full text loading...

Loading

Article metrics loading...

/content/amesal/2006/3/EJC20734
2006-02-01
2019-08-26

This is a required field
Please enter a valid email address
Approval was a Success
Invalid data
An Error Occurred
Approval was partially successful, following selected items could not be processed due to error