n Learning and Teaching Mathematics - Kids say the darndest things

Volume 2006, Issue 3
  • ISSN : 1990-6811


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.

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