Summary and Synthesis

This last week in class we have been discussing fractions. I have learned that teachers should never give the rules for solving problems with fractions right away. Students need to use visual manipulative for understanding what a fraction is, how to compare fractions, and how to add them. Manipulatives such as dot paper, fraction bars, and shapes should not be labeled so students can figure out the fraction themselves. Students also must understand that the denominator is the number being counted and the numerator is the number of parts under consideration. Also, using benchmarks such as 0, 1/2, and 1 is a great way for students to know where a fraction is on a number line, how big a fraction is, and compare the fraction to another. I have learned that students need to bring their prior knowledge of fair sharing and build their own knowledge of fractions using benchmarks, manipulatives, and other strategies.

New Insights and Implications

In our class this past week we have discussed the topic of using manipulatives to help students understand fractions. I know that manipulatives are useful and that there are different kinds available to address almost every subject found in school; however, I didn't know what to look for to pick out one manipulative over another. For example I, at first, did not realize fractional manipulatives should not be labeled. After our class discussion I now understand that it is important that students create/construct this understanding of fractions through working with the manipulatives instead of being told what it is. This is just one more example of how allowing students to construct their own understanding will better their learning of the material and help them to retain the information better than they would if it was just told to them by the teacher. ~Dustin Mees