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Fostering Remainder Understanding in Fraction Division

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Bibliographic Details
Title: Fostering Remainder Understanding in Fraction Division
Language: English
Authors: Zembat, Ismail O.
Source: Australian Mathematics Teacher. 2017 73(3):19-26.
Availability: Australian Association of Mathematics Teachers (AAMT). GPO Box 1729, Adelaide 5001, South Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: office@aamt.edu.au; Web site: http://www.aamt.edu.au
Peer Reviewed: Y
Page Count: 8
Publication Date: 2017
Intended Audience: Teachers
Document Type: Journal Articles
Reports - Descriptive
Education Level: Elementary Education
Descriptors: Mathematics Instruction, Fractions, Arithmetic, Mathematical Concepts, Concept Formation, Teaching Methods, Scaffolding (Teaching Technique), Elementary School Mathematics, Problem Solving, Word Problems (Mathematics)
ISSN: 0045-0685
Abstract: Most students can follow this simple procedure for division of fractions: "Ours is not to reason why, just invert and multiply." But how many really understand what division of fractions means--especially fraction division with respect to the meaning of the remainder. The purpose of this article is to provide an instructional method as a way of scaffolding and understanding the issues regarding division of fractions for both teachers and elementary students. The method has the potential to inform teachers in their work with students' learning about fraction division.
Abstractor: ERIC
Entry Date: 2017
Access URL: https://aamt.edu.au/teachers/journals/aamt-journals/
Accession Number: EJ1155933
Database: ERIC
Description
Abstract:Most students can follow this simple procedure for division of fractions: "Ours is not to reason why, just invert and multiply." But how many really understand what division of fractions means--especially fraction division with respect to the meaning of the remainder. The purpose of this article is to provide an instructional method as a way of scaffolding and understanding the issues regarding division of fractions for both teachers and elementary students. The method has the potential to inform teachers in their work with students' learning about fraction division.
ISSN:0045-0685