Revisiting the Meaning of the Denominator

Debra Johanning, Lindsey Haubert

Abstract


Being able to fluently work with fractions as quantities involves reasoning about the denominator as an indicator of size. This view is emphasized in the Common Core State Standards associated with fractions. This article examines specific classroom problems that can build students’ ability to reason about the denominator as a reference to size.

Full Text:

PDF

References


Common Core State Standards Initiative (CCSSI). 2010. Common Core State Standards for Mathematics (CCSSM). Washington, DC: National Governors Association Center for Best Practices and the Council of Chief State School Officers. http://www.corestandards.org/assets/CCSSI_Math%20Standards.pdf


Refbacks

  • There are currently no refbacks.


Copyright (c) 2017 Debra Johanning, Lindsey Haubert

The Ohio Journal of School Mathematics is published by the Ohio Council of Teachers of Mathematics and hosted by The Ohio State University Libraries.

If you encounter problems with the site or have comments to offer, including any access difficulty due to incompatibility with adaptive technology, please contact libkbhelp@lists.osu.edu.

ISSN 2472-5986 (print)
ISSN 2472-601X (online)