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Developing Fractions Knowledge (Math Recovery), by Amy J Hackenberg, Anderson Norton, Robert J Wright
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Supporting and understanding your students’ fractional knowledge is crucial to their overall grasp of numbers and mathematics. By centralising around three key stages of development, this effective guide will help you to assess your students’ understanding of fractions and modify your teaching accordingly.
These key stages are identified as:
· Stage 1a: Fair Sharing
· Stage 1b: Part-Whole
· Stage 2a: Disembedding and Iterating
· Stage 2b: Measuring with Unit Fractions
· Stage 2c: Reversing Fractions
· Stage 3a: Fractions as Numbers
· Stage 3b: Operating with Fractions
As the newest addition to the bestselling Maths Recovery series, this book will be a useful guide for all primary classroom teachers and assistants, including experienced Mathematics Recovery instructors.
- Sales Rank: #284385 in Books
- Published on: 2016-10-13
- Released on: 2016-08-13
- Original language: English
- Dimensions: 9.13" h x .53" w x 7.32" l, .84 pounds
- Binding: Paperback
- 224 pages
Review
With its beginnings in whole-number arithmetic understanding, Developing Fractions Knowledge is the most comprehensive look at fractions learning to date. It journeys with the practitioner and learner to view fractions as part-whole concepts, measures, and ultimately as numbers with meaning. The assessment and instructional tasks and practical connections to research and Math Recovery principles make it a must-have resource for educators to use again and again!
(Carolyn Olijnek 2016-03-31)Developing Fractions Knowledge skilfully combines cutting-edge research with practical knowledge of the classroom to provide an essential resource for everyone interested in developing students’ understanding of fractions. I can’t wait to try some of the tasks and activities with students! (Dr Janette Bobis, Professor in Mathematics Education,)
About the Author
Amy J. Hackenberg is an Associate Professor in Mathematics Education at Indiana University.
Anderson Norton is an Associate Professor in Mathematics Education at Virginia Tech University.
Dr Robert J. (Bob) Wright holds Bachelor’s and Master’s degrees in mathematics from the University of Queensland (Australia) and a doctoral degree in mathematics education from the University of Georgia. He is an adjunct professor in mathematics education at Southern Cross University in New South Wales. Bob is an internationally recognized leader in assessment and instruction relating to children’s early arithmetical knowledge and strategies, publishing four books, and many articles and papers in this field. His work over the last 20 years has included the development of the Mathematics Recovery Program which focuses on providing specialist training for teachers to advance the numeracy levels of young children assessed as low-attainers. In Australia and New Zealand, Ireland, the UK, the USA, Canada, Mexico and elsewhere, this program has been implemented widely and applied extensively to classroom teaching and to average and able learners as well as low-attainers. He has conducted several research projects funded by the Australian Research Council including the most recent project focusing on assessment and intervention in the early arithmetical learning of low-attaining 8–10-year-olds.
Most helpful customer reviews
2 of 2 people found the following review helpful.
For every classroom teacher
By A Customer
Developing Fractions Knowledge is a must-have tool in every teacher's toolkit. The authors have not just chosen activities that seem good or look reasonable to adults, they have chosen activities rooted in research based on how children make meaning of fractions.
The first three chapters provide an excellent explanation of the theory used in development of the activities and are a critical part to proper implementation. The following chapters provide tools for assessing student understanding and detailed explanations of potential student responses and follow up activities.
Fractions have long been a stumbling block for students, but need not be any longer!
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