Education Week - November 12, 2014 - Special Report - S8
S8 |
EDUCATION WEEK n
November 12, 2014
Making Sense of the Math: The Common Core in Practice > www.edweek.org/go/math-report
Researcher and former
teacher Zachary Champagne
says the common standards
clarify the connections
between fractions and
whole numbers.
VIDEO: Watch Mr. Champagne
show the differences between
how fractions have been taught
traditionally and how fractions are
taught under the common core.
www.edweek.org/go/
fractions-video
Photo by
Preston C. Mack
for Education Week
CONTINUED FROM PAGE S7
ent animals," said Mr. McCallum. But the number-line approach
makes it clear that these can all be the same number: "You're simply
writing the number in a different way."
Consistency with the number-line approach across the grades can
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add whole numbers, you learn algorithms for adding multidigit
whole numbers, and then you learn addition with fractions, and
it's completely different," said Mr. McCallum. The number line
makes addition "much more like what addition was before. You're
just using fifths instead of ones as the unit where you measure
things out."
For teachers who've taught fractions as "a different animal"
from whole numbers until now, assimilating the new approach
will take some time and effort.
"We know the rule and how to get the answer really quickly,"
said Mr. Champagne, "but that's not going to be enough." For
instance, when dividing fractions, teachers can no longer just tell
students to "invert and multiply." They also need to explain why
the rule works and use it to solve real-world problems, he said.
"If you ask any K-12 teacher to write a word problem for dividing
1/2 by 3/4, it's really tough."
In some cases, teachers will need to relearn, or at least get a
refresher on, the concepts themselves. "Especially for elementary
teachers who are generalists and teach multiple subjects, they
may not have had the opportunity to develop their understanding
of the mathematics concepts as deeply as the common core
is calling for," said Ms. Briars of the nctm. At her group's annual
conference last spring, more than 35 sessions focused on fractions,
including a well-attended keynote address.
"Teachers need help with this," said Mr. Wray. "This certainly
isn't the way most of us learned fractions." n
Coverage of the implementation of college- and career-ready standards is
supported by a grant from the Bill & Melinda Gates Foundation. Education
Week retains sole editorial control over the content of this coverage.
also help develop conceptual understanding, said Justin Minkel,
an elementary teacher in Springdale, Ark., and the 2007 Arkansas
Teacher of the Year. "If you use colorful, shaded circles [for fractions]
and then jump to money [for decimals], I don't think kids are learning
that connection," he said.
All the work with the number line in 3rd grade is meant to lead
to a more thorough understanding of what it means to add, subtract,
multiply, and divide with fractions. The common standards
repeatedly ask students to "apply and extend previous understandings"
when working with fractions-that is, if students are
able to show addition on a number line, they should also be able
to show addition with fractions there.
http://www.edweek.org/go/math-report
http://www.edweek.org/go/fractions-video
http://www.edweek.org/go/fractions-video
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Education Week - November 12, 2014 - Special Report
Table of Contents for the Digital Edition of Education Week - November 12, 2014 - Special Report
Education Week - November 12, 2014 - Special Report - S1
Education Week - November 12, 2014 - Special Report - S2
Education Week - November 12, 2014 - Special Report - S3
Education Week - November 12, 2014 - Special Report - S4
Education Week - November 12, 2014 - Special Report - S5
Education Week - November 12, 2014 - Special Report - S6
Education Week - November 12, 2014 - Special Report - S7
Education Week - November 12, 2014 - Special Report - S8
Education Week - November 12, 2014 - Special Report - S9
Education Week - November 12, 2014 - Special Report - S10
Education Week - November 12, 2014 - Special Report - S11
Education Week - November 12, 2014 - Special Report - S12
Education Week - November 12, 2014 - Special Report - S13
Education Week - November 12, 2014 - Special Report - S14
Education Week - November 12, 2014 - Special Report - S15
Education Week - November 12, 2014 - Special Report - S16
Education Week - November 12, 2014 - Special Report - S17
Education Week - November 12, 2014 - Special Report - S18
Education Week - November 12, 2014 - Special Report - S19
Education Week - November 12, 2014 - Special Report - S20
Education Week - November 12, 2014 - Special Report - S21
Education Week - November 12, 2014 - Special Report - S22
Education Week - November 12, 2014 - Special Report - S23
Education Week - November 12, 2014 - Special Report - S24
Education Week - November 12, 2014 - Special Report - S25
Education Week - November 12, 2014 - Special Report - S26
Education Week - November 12, 2014 - Special Report - S27
Education Week - November 12, 2014 - Special Report - S28
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