Unit Fractions as Superheroes for Instruction

Author:
Susan Baker EmpsonUniversity of Missouri, Columbia

Search for other papers by Susan Baker Empson in
Current site
Google Scholar
PubMedClose
,
Victoria R. JacobsUniversity of North Carolina, Greensboro

Search for other papers by Victoria R. Jacobs in
Current site
Google Scholar
PubMedClose
,
Naomi A. JessupGeorgia State University, Atlanta

Search for other papers by Naomi A. Jessup in
Current site
Google Scholar
PubMedClose
,
Ms. Amy HewittUniversity of North Carolina, Greensboro

Search for other papers by Ms. Amy Hewitt in
Current site
Google Scholar
PubMedClose
,
D'Anna PynesUniversity of Michigan, Ann Arbor

Search for other papers by D'Anna Pynes in
Current site
Google Scholar
PubMedClose
, and
Gladys KrauseCollege of William and Mary in Williamsburg, Virginia

Search for other papers by Gladys Krause in
Current site
Google Scholar
PubMedClose
View More View Less
Volume/Issue:
Volume 113: Issue 4
Page(s):
278–286
DOI:
https://doi.org/10.5951/MTLT.2018.0024
Restricted access
NCTM members GET ACCESS here
Subjects:
Grade(s) or Audience, Grades PK-2, Grades 3-5, Math Topic, Number, Number & Operations, Number & Operations—Fractions, Ratios & Proportional Relationships, Other Topic, Assessment/Testing, Formative Assessment, Communication, Principles to Actions, Mathematics Teaching Practices, Equity, Access

The complexity of understanding unit fractions is often underappreciated in instruction. We introduce a continuum of children's understanding of unit fractions to explore this complexity and to help teachers make sense of children's strategies and recognize milestones in the development of unit-fraction understanding. Suggestions for developing this understanding are provided.

Footnotes

Understanding the relationship to one whole is essential.

  • Collapse
  • Expand
Mathematics Teacher: Learning and Teaching PK-12
Cover Mathematics Teacher: Learning and Teaching PK-12

  • Empson, Susan B., and Linda Levi. 2011. Extending Children's Mathematics: Fractions and Decimals. Portsmouth, NH: Heinemann.

  • Hackenberg, Amy, Anderson Norton, and Robert Wright. 2016. Developing Fractions Knowledge. Los Angeles: Sage.

  • Land, Tonia. 2017. “Teacher Attention to Number Choice in Problem Posing.” The Journal of Mathematical Behavior 45 (March): 35–46.

  • National Council of Teachers of Mathematics (NCTM). 2014. Principles to Actions: Ensuring Mathematical Success for All. Reston, VA: NCTM.

    • Search Google Scholar
    • Export Citation

  • National Governors Association Center for Best Practices (NGA Center) and Council of Chief State School Officers (CCSSO). 2010. Common Core State Standards for Mathematics. Washington, DC: NGA Center and CCSSO. http://corestandards.org.

    • Search Google Scholar
    • Export Citation

  • Tzur, Ron, and Jessica Hunt. 2015. “Unit Fraction Knowledge and the French Fry Task.” Teaching Children Mathematics 22, no. 3 (October): 148–57.

    • Crossref
    • Search Google Scholar
    • Export Citation
Copyright:
© 2020 by National Council of Teachers of Mathematics, Inc.
Page Count:
9
Article Category:
Research Article
Received:
30 Oct 2018
Accepted:
25 Nov 2019
Print Publication Date:
01 Apr 2020
Online Publication Date:
Apr 2020
All Time Past Year Past 30 Days
Abstract Views 2127 780 6
Full Text Views 1440 234 14
PDF Downloads 1212 332 21
EPUB Downloads 0 0 0