Students’ Understanding of Multiplying Fractions
Watch a video on Using Discourse to Support Students’ Understanding of Multiplying Fractions and do the following:
1. Describe one learning barrier.
2. Describe one example of a teacher addressing this learning barrier.
Sample Solution
One learning barrier that students can face when working with multiplying fractions is the difficulty in visualizing the concept. Multiplication requires a student to have an understanding of the relationship between two fractions, which can be difficult to conceptualize without a solid grasp on basic fraction principles such as equivalent fractions and common denominators. Without this knowledge, it can be hard for students to visualize what happens when one fraction is multiplied by another.
In the video on using discourse to support students’ understanding of multiplying fractions, one example of a teacher addressing this learning barrier can be seen when the teacher encourages students to discuss their hypotheses about how different pairs of fractions would interact when multiplied. This approach is designed to get students thinking about relationships between numbers rather than simply memorizing rules or algorithms. By engaging in a conversation they are able establish connections between objects in space and better understand why certain operations take place (Lampert). Additionally, by combining multiple representations of multiplication - such as drawing diagrams, manipulating physical objects and verbalizing their ideas - it gives the opportunity for deeper engagement which has been proven more effective than rote memorization techniques (Gersten & Chard). This method allows them to develop an organic understanding so that even if their initial answer was incorrect they will still gain insight into why certain approaches work as well as recognizing patterns within numerical relationships.
regards to the osmosis of pieces into lumps. Mill operator recognizes pieces and lumps of data, the differentiation being that a piece is comprised of various pieces of data. It is fascinating regards to the osmosis of pieces into lumps. Mill operator recognizes pieces and lumps of data, the differentiation being that a piece is comprised of various pieces of data. It is fascinating to take note of that while there is a limited ability to recall lumps of data, how much pieces in every one of those lumps can change broadly (Miller, 1956). Anyway it's anything but a straightforward instance of having the memorable option huge pieces right away, somewhat that as each piece turns out to be more natural, it very well may be acclimatized into a lump, which is then recollected itself. Recoding is the interaction by which individual pieces are 'recoded' and allocated to lumps. Consequently the ends that can be drawn from Miller's unique work is that, while there is an acknowledged breaking point to the quantity of pi