whole numbers are not enough why
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Learning to work confidently with rational numbers is an important part of numeracy for a variety of different aspects of life. However, both children’s and adults' difficulties with fractions and decimal numbers are well-documented (Steinle & Stacey, 1998).
Understanding of fractions and decimals is constructed through a range of experiences and contexts and there is a need to develop a rich, connected understanding of these numbers. Traditionally, a common approach to teaching fractions and decimals has been to offer learners a range of pre-constructed rules to apply when representing, comparing or operating on rational numbers. However, this impedes children’s ability to sense-make and often results in learners’ incomplete recollection of rules or procedures.
For example, a study by Ma (1999) of American and Chinese teachers showed that less than half the American teachers in the study were able to successfully divide a fraction by another fraction mainly due to an incomplete recollection of the algorithm hampering their calculation of division involving fractions.
This article will investigate ways to provide children with opportunities to develop rich conceptual understanding of rational numbers within the classroom. The article will specifically focus on developing children’s understanding through use of multiple representations, confronting common misconceptions, and how learners may be facilitated to flexibly work with fractions, decimals and percentages.