Getting Past the Sticking Points: A Questioning Framework for Fraction Multiplication

Debra Johanning

Abstract


While the procedure for multiplying a fraction times a fraction may seem straightforward,
understanding why the procedure works is complex. Ohio’s New Learning Standards for mathematics
identify the need to use visual models and story contexts to develop student understanding of fraction
multiplication. This article outlines a questioning framework that, when used with visual models and
story contexts, can help students with four common fraction × fraction ”sticking” points.


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References


Armstrong, B. E. & Bezuk, N. (1995). Multiplication and division of fractions: The search for meaning. In. J. T. Sowder & B. P. Schappelle (Eds.), Providing a foundation for teaching mathematics in the middle grades (pp. 85-119). Albany, NY: State University of New York Press.

Lappan, G., Fey, J. T., Fitzgerald, W. M., Friel, S. N., Phillips, E. D. (2009). Bits and pieces II: Using fraction operations. Boston, MA: Pearson/Prentice Hall.

Mack, N. K. (2001). Building on informal knowledge through instruction in a complex content domain: partitioning, units, and understanding multiplication of fractions. Journal for Research in Mathematics Education, 32(3), 267-295.

National Council of Teachers of Mathematics (2014). Principles to actions: Ensuring mathematical success for all. Reston, VA: Author.


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Copyright (c) 2019 Debra Johanning

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