A Questioning Framework to Support Fraction Division Understanding

• In Event: Marriott Roundtable Session 11
  In Roundtable Session: Improving Mathematics Curriculum, Teaching, and Learning: Focus on Number and Operations

Abstract

This research examined the role of the teacher in supporting students to make sense of fraction measurement division and the common denominator fraction division algorithm when using a problem solving approach. Using a qualitative approach, the teaching of four skillful experienced sixth-grade teachers was examined as they implemented a problem-based unit on fraction division. This paper will present a questioning framework used by teachers to support students’ developing conceptualization in this domain and highlight resulting implications for teacher practice.

Author

• Debra I. Johanning, University of Toledo