Timeline for How to explain the flipping of division by a fraction?
Current License: CC BY-SA 3.0
11 events
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| Sep 17, 2018 at 18:53 | comment | added | guest | Maybe the downvote is from saying that you get half as many pairs when grouping seven pieces into pairs. You get 3 pairs, not 3.5. A single unit is not a half a pair. It's zero pairs. (consider socks.) This is just a messy example. | |
| Apr 13, 2015 at 0:18 | comment | added | Rex Kerr | @DagOskarMadsen - If so, equal sharing should be dropped in favor of grouping with remainder. "How many groups of seven can you make?" Grouping/pairing is far more intuitive than "equal sharing". | |
| Apr 12, 2015 at 23:48 | comment | added | Dag Oskar Madsen | A problem with this explanation of division by $\tfrac 1 7$ could be that it is too similar to the "equal sharing" explanation of division by $7$. | |
| Apr 11, 2015 at 18:56 | comment | added | Steven Gubkin | I very much like this answer, and think that a teacher can get a lot out of a "model interaction" with a student. Rex could have made it "teacher directed" by prefacing it with "here is an example of a student interaction which might help", but I do not think that preface adds very much. | |
| Apr 10, 2015 at 12:47 | comment | added | Jessica B | The effect of addressing your answer to the student is that you appear to be answering the maths question, rather than answering the pedagogy question. That's certainly the way I read it. Since you've then not answered the question, you might gather down votes. | |
| Apr 10, 2015 at 8:02 | comment | added | Rex Kerr | @JessicaB - Could be, but the question asked for pedagogy, which is mostly about how to talk to the student. | |
| Apr 10, 2015 at 8:02 | review | Low quality posts | |||
| Apr 10, 2015 at 12:33 | |||||
| Apr 10, 2015 at 7:58 | comment | added | Jessica B | I was not the down-voter, but I'll take a guess at a possible cause: other answers are phrased as talking to the teacher, not the student. | |
| Apr 10, 2015 at 7:57 | comment | added | Rex Kerr | It helps to explain why one is downvoting. The problem with the other answers is that they make things way too complicated for a relatively inexperienced student to understand. It is very simple and very accessible if the correct underlying concepts are referenced. Explaining the underlying concepts is no good. You get overload--too many new things. If the students can't figure out what happens if you chop things into seven parts or combine them in pairs, they need to learn those first in different lessons. | |
| Apr 10, 2015 at 7:50 | review | First posts | |||
| Apr 10, 2015 at 7:52 | |||||
| Apr 10, 2015 at 7:46 | history | answered | Rex Kerr | CC BY-SA 3.0 |