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Re: Which came first, * or / ?
Posted:
Aug 17, 1995 12:41 AM


Hello Eileen, Please (members of this list) forgive me for forwarding a personal note through the list. I've tried to reply to you Eileen personally however your mail "bounces" back as 'no such user'! Thank you for you informative note. It's rewarding to see that we teachers (regardless of where we might be) have the same  or similar  ideas about how we can best 'teach' or students. I like your idea of using a wide variety of manipulatives to help your students develop an understanding of the underlying concepts of the operations. I've just read a paper on the difficulties children have in gaining concepts from the use of manipulatives. Your note fits in very well with the comments made in the paper. One thing that occurs to me in the teaching of fractions is the use of a number line (say) from 100 to +100. I've notices that many children come very confused that the multiplication of fractions leads to a smaller number (fraction) whereas when multiplying integers the result is always an increase in the number e.g. 7 x 6 is 42 not a smaller number than either of multiplier or the multiplicand whilst 1/2 of a 1/2 is a quarter. By 'blowingup' the number line between the 0 and the 1 so that the children can visualize the fractions can sometimes help them to locate the fractions on a continuum. I find that this is also useful when introducing decimal fractions (and relating them to rational numbers) where they can see that the order of the decimal places revolves around the unit number. I hope to hear from you some more. 'Bye for now and kindest regards, . Kevin J. Maguire School of Education Telephone: 61 3 9479 2080 La Trobe University Melbourne Victoria



