The Role of Language in Teaching Children Math by Kastner Bernice;

Author:Kastner, Bernice;
Language: eng
Format: epub
Publisher: Austin Macauley Publishers
Published: 2019-02-28T00:00:00+00:00

Algebraic Fractions

When so many school children seem to have no understanding of meaning for numerical fractions, as documented by the Siegler and Lortie-Forgues article cited earlier in this chapter, it is hardly surprising that such students find algebraic fractions even more troublesome. It is once again the focus on counting and lack of attention to the “continuous” aspect of measurement settings that make it hard for children to develop useful intuitions of fractions.

There are also language issues. Recalling the many different meanings for the word “term” and the use of letters to represent either variables or constants shown in chapter 1, we can see that early work in algebra must fill in the gaps created for students who have simply learned arithmetic as a set of “how to do it” procedures. Algebra requires the recognition of generalizations based on meaningful connections and structures, and many children who are competent with procedures have not been prepared to make the transition to the abstractions needed in order to make sense of algebra.

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