5.1Fractions are especially confusing because they break rules of whole
numbers that children have already learned. For example, the statement
that “multiplication gets bigger” is not always true in the case of
multiplication with fractions. For example, 20 x gives 10, which is a
smaller
number than 20. Understanding the difficulties learners encounter while
learning fractions has important implications for the teaching of fractions.
Although fractions receive little attention in the Foundation Phase,
establishing the foundations for understanding fractions as a meaningful,
sense-making, problem-solving activity during this phase contributes
significantly to the ways in which learners understand fractions and
calculations involving fractions in the later grades. Therefore, this unit will
provide you with range of activities that will equip you to teach fractions
meaningfully at the Foundation Phase.
5.2
Equal sharing - In sharing equally, we now move to fractional parts,
where the
part left over needs to be shared equally as well. Foundation Phase
learners
must be exposed to practical sharing situations that are part of their
everyday lives, for example food, books you share in the class, pencils,
money, and so on. It is also important that you use fraction language
(words)
in everyday contexts, such as half, quarter and so on, so that learners get
used to hearing them.
Partitioning - Partitioning is defined as subdividing of a whole into
equal parts.
Partitioning is fundamental to the meaningful construction of fractions,
just as
counting is the basis to understanding the construction of a whole
number. In
fact, the construction of initial fraction concepts centres on the
coordination
of counting and partitioning structures. Consider a whole partitioned into
two
equal parts. Each part is called a half.
Unitising -is the cognitive assignment of a unit of measurement to a
given
quantity. It refers to the size chunk one constructs in terms of which to
think
about a given commodity. There is no definite unit, as a unit can mean
something different from one context to the next, so perceptual clues are
no
longer reliable.
5.1Fractions are especially confusing because they break rules of whole
numbers that children have already learned. For example, the statement
that “multiplication gets bigger” is not always true in the case of
multiplication with fractions. For example, 20 x gives 10, which is a
smaller
LORA TUTORING
0734281553
numbers that children have already learned. For example, the statement
that “multiplication gets bigger” is not always true in the case of
multiplication with fractions. For example, 20 x gives 10, which is a
smaller
number than 20. Understanding the difficulties learners encounter while
learning fractions has important implications for the teaching of fractions.
Although fractions receive little attention in the Foundation Phase,
establishing the foundations for understanding fractions as a meaningful,
sense-making, problem-solving activity during this phase contributes
significantly to the ways in which learners understand fractions and
calculations involving fractions in the later grades. Therefore, this unit will
provide you with range of activities that will equip you to teach fractions
meaningfully at the Foundation Phase.
5.2
Equal sharing - In sharing equally, we now move to fractional parts,
where the
part left over needs to be shared equally as well. Foundation Phase
learners
must be exposed to practical sharing situations that are part of their
everyday lives, for example food, books you share in the class, pencils,
money, and so on. It is also important that you use fraction language
(words)
in everyday contexts, such as half, quarter and so on, so that learners get
used to hearing them.
Partitioning - Partitioning is defined as subdividing of a whole into
equal parts.
Partitioning is fundamental to the meaningful construction of fractions,
just as
counting is the basis to understanding the construction of a whole
number. In
fact, the construction of initial fraction concepts centres on the
coordination
of counting and partitioning structures. Consider a whole partitioned into
two
equal parts. Each part is called a half.
Unitising -is the cognitive assignment of a unit of measurement to a
given
quantity. It refers to the size chunk one constructs in terms of which to
think
about a given commodity. There is no definite unit, as a unit can mean
something different from one context to the next, so perceptual clues are
no
longer reliable.
5.1Fractions are especially confusing because they break rules of whole
numbers that children have already learned. For example, the statement
that “multiplication gets bigger” is not always true in the case of
multiplication with fractions. For example, 20 x gives 10, which is a
smaller
LORA TUTORING
0734281553
