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    Math Article Review 1

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    The article discusses teaching fraction concepts to pre-school and kindergarten students. It describes a study where students were asked to share snacks, which required solving problems involving fractions. The study found students were able to understand basic fraction concepts through sharing experiences before formal math instruction. The article recommends teachers build on this informal knowledge by using real-world examples involving sharing and emphasizing fraction vocabulary.

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    Math Article Review 1

    Uploaded by

    api-283080432
    120 views3 pages
    The article discusses teaching fraction concepts to pre-school and kindergarten students. It describes a study where students were asked to share snacks, which required solving problems involving fractions. The study found students were able to understand basic fraction concepts through sharing experiences before formal math instruction. The article recommends teachers build on this informal knowledge by using real-world examples involving sharing and emphasizing fraction vocabulary.

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    The article discusses teaching fraction concepts to pre-school and kindergarten students. It describes a study where students were asked to share snacks, which required solving problems involving fractions. The study found students were able to understand basic fraction concepts through sharing experiences before formal math instruction. The article recommends teachers build on this informal knowledge by using real-world examples involving sharing and emphasizing fraction vocabulary.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    120 views3 pages

    Math Article Review 1

    Uploaded by

    api-283080432
    The article discusses teaching fraction concepts to pre-school and kindergarten students. It describes a study where students were asked to share snacks, which required solving problems involving fractions. The study found students were able to understand basic fraction concepts through sharing experiences before formal math instruction. The article recommends teachers build on this informal knowledge by using real-world examples involving sharing and emphasizing fraction vocabulary.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
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    The article explores the idea that children ages 3-6 already have an understanding of fractions through sharing experiences. It also discusses using children's prior knowledge of fractions in the classroom.

    The article explores the idea that children ages three to six already have an understanding of fractions prior to formal curriculum. Julie Cwikla conducted a study at a Montessori school in Mississippi studying how students do fractions using real life experiences such as “fair sharing”.

    Julie Cwikla conducted a study at a Montessori school in a coastal town in Mississippi studying how students do fractions using real life experiences such as “fair sharing”. She gives the different children various scenarios such as sharing carrots, granola bars, crackers, pretzel sticks, each scenario resulting in the children rationalizing how to fairly share the snack even though the result won’t be whole numbers. From her study she concluded children in pre-kindergarten and kindergarten have an understanding of fractions from sharing, and educators should use that prior knowledge in their classrooms.

    Camille Grigdesby

    Concepts of Elementary Math I 3303-010


    11 March 2015

    Cwikla, J. j. (2014). Can Kindergartners Do Fractions?. Teaching Children


    Mathematics, 20(6), 354-364.

    Can Kindergarteners Do Fractions Abstract

    The article offers suggestions on teaching the concept of fraction to pre-school and
    kindergarten-age children. Recommendations include elaborating snack-sharing
    context, explaining fractional quantities and using mathematical language in
    problem solving. The significance of verbal description in representing solution
    strategies is also discussed.

    I found Can Kindergarteners Do Fractions by Julie Cwikla interesting because it


    explores the idea that children ages three to six already have an understanding of
    fractions prior to formal curriculum. Julie Cwikla conducted a study at a Montessori
    school in a coastal town in Mississippi studying how students do fractions using real
    life experiences such as fair sharing. She gives the different children various
    scenarios such as sharing carrots, granola bars, crackers, pretzel sticks, each
    scenario resulting in the children rationalizing how to fairly share the snack even
    though the result wont be whole numbers. From her study she concluded children in
    pre-kindergarten and kindergarten have an understanding of fractions from sharing,
    and educators should use that prior knowledge in their classrooms.
    One of the most interesting things I took away from this article is that children as
    young as three can have a basic understanding of fractions without any formal
    education. Ive never thought about sharing as doing fractions, but sharing is the
    most real life example of fractions children can experience. Children have so much
    more of an understanding of fractions than teachers thought when they come into
    the classroom for the first time. This is definitely something I want to keep in my
    mind for when I go into the classroom as a teacher. The second key idea are the
    classroom implications we can do as teachers to promote that precurricular
    understanding. We need to take the real life experiences such as sharing, and
    manipulate them in our classrooms to help students develop the understanding of
    fractions. I thought the section on classroom implications had so many practical tips
    for teachers. It provides ideas like having students extend their answers to include
    fraction, not just whole numbers. One of my favorite tips was encouraging students
    to use fraction terms such as half and whole even if theyre not using them correctly
    at first because theyre becoming familiar with the mathematical vocabulary.

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