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.
Susan Baker Empson, Victoria R. Jacobs, Naomi A. Jessup, Amy Hewitt, D'Anna Pynes and Gladys Krause
George J. Roy, Jessica S. Allen and Kelly Thacker
In this paper we illustrate how a task has the potential to provide students rich explorations in algebraic reasoning by thoughtfully connecting number concepts to corresponding conceptual underpinnings.