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Cramer, K., & Wyberg, T. (2007). When getting the right answers is not always enough. In M. Strutchens & W. G. Martin (Eds). The learning of mathematics :2007 National Council of Teachers of Mathematics Yearbook (pp. 205 220). Reston, VA: NCTM.

 

When Getting the Right Answer Is Not Always Enough:
Connecting How Students Order Fractions and Estimate Sums and Differences

Kathleen Cramer and Terry Wyberg
 
 

Abstract:

In this chapter we examine the solution strategies among 3 fifth graders as they solved fraction ordering and estimation tasks. In our analysis of the differences among these students we build the case for how students understand matters. The one student show showed conceptual understanding for ordering fractions as opposed to procedural skill was able to provide reasonable estimate for fraction addition and subtraction. The other two students who only had procedural skill for ordering fractions was unable to estimate.

 

 



 

References

Bezuk, Nadine, and Kathleen Cramer. Teaching About Fractions: What, When, and How? In New Directions in Elementary Mathematics, 1989 Yearbook of the National Council of Teachers of Mathematics, edited by Paul Trafton, pp. 156-167. Reston, Va.: National Council of Teachers of Mathematics, 1989.

Cramer, Kathleen, and Apryl Henry. Using Manipulative Models to Build Number Sense for Addition of Fractions. In Making Sense of Fractions, Ratios, and Proportions, 2002 Yearbook of the National Council of Teachers of Mathematics, edited by Bonnie Litwiller and George Bright, pp. 41-48. Reston, Va.: National Council of Teachers of Mathematics, 2002.

Cramer, Kathleen, Thomas Post, and Robert delMas. Initial Fraction Learning by Fourth- and Fifth-Grade Students: A Comparison of the Effects of Using Commercial Curricula With the Effects of Using the Rational Number Project Curriculum. Journal for the Research in Mathematics Education 33 (March 2002): 111-144.

National Council of Teachers of Mathematics (NCTM). Principles and Standards for School Mathematics. Reston, Va.: NCTM, 2000.

 

Authors

Kathleen Cramer - Associate Professor in Mathematics Education at the University of Minnesota
Crame013@umn.edu

Terry Wyberg - Senior Lecturer in Mathematics Education at the University of Minnesota
wyber001@umn.edu