Dividing Fractions and Problem Solving Article

I read the article entitled, Dividing Fractions and Problem Solving, from the February issue of Mathematics Teaching In The Middle School. This article talked about many different ways to use fractions in the classroom and how to enforce the ways that fractions are used. There are many different ways to model fractions; one way is to use picture and another way is to use words. When using words to address fractions, the teacher needs to make sure that they are explaining what they are trying to get across to the students. Fractions can be stated in more than one way, and a teacher needs to make sure that they are explaining to their students the different ways these fractions can be stated and use them in the correct way. The teacher also reinforced the fractions by having the students create fraction circles that were of different values, but also different colors.

The article also talked about two different models that are used when talking about fractions. One model is the Measurement Model; in this model students are given an exact number that is going to be used in a problem, and they need to figure out the exact answer. Where as in the second model, the Partitive Model, the students are trying to determine how many groups of something can go into each group. Both of these models work with whole numbers, fractions, partial numbers, and remainders.

When using fractions and learning about them, I find it easier to work with something that is hands-on or visual. Many of the examples in the article refereed to different figures that had student work and examples of how they got to different answers. Fractions are sometimes a difficult concept to grasp, so teachers need to stick with it and help every student. Talking about the part-whole model allows students to see what fractions are doing and how they are used in the real world.

Cramer, K., Monson, D., Whitney, S., Leavitt, S., and Wyberg, T.(2009). Dividing fractions and problem solving. Mathematics teaching in the middle school 15(6), 338-346.