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Discussion: Roundtable
Topic: Fractions, concept and calculations

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Subject:   RE: Fractions, concept and calculations
Author: Bradford
Date: Oct 20 2004
This PERSON is totally so on track.  A much better analogy with brevity than
mine - but, nevertheless - right on target.  Babies know shapes, pictures and
such.  Not does 2 go into 3 or whatever.  Teach what that child is capable of
learning and use their constraints to formulate the correct tools to use.

On Oct  1 2004, Teach Math wrote:
> The Reys, Lindquist, et al text entitled Helping Children Learn
> Mathematics has helpful information on the conceptual teaching of
> fractions. They suggest that students need to know the three
> meanings of fractions: Part-Whole, Quotient and Ratio and that we
> must use multiple models for teaching these concepts: region
> (pizza), length, set and area. Much of the research suggests that we
> move too quickly to engaging students in computing with fractions
> before they understand the meanings of fractions.

There are also
> lesson plans and resources for teaching fractions at

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