Assessment Task 1 - Literature Synthesis

Fractions and Decimals

Learning Focus: Extending students understanding of whole numbers, fractions and decimals
through the use of concrete materials and real life contexts.

Word Count: 1074

Reading through several pieces of literature it becomes clear that there is plethora of information
relating to the mathematics sub-strand of fractions and decimals. This literature can be analysed in
several ways including; the key findings or arguments associated with fractions and decimals, likely
misconceptions and practical implications for teaching fractions and decimals. The bulk of literature
comes to the consensus that before tackling fractions and decimals place value and number
sequence must be understood (Watanabe. T, 2002). Majority of literature ultimately concur that
the topic of fractions and decimals can be intimidating and difficult for children, even into the
middle grades. Additional pieces argue that children spend a lot of time learning about whole
numbers but very little time is spent on developing an understanding of the way decimals and
fractions work (Morge. S, 2011p.282)

Several literature pieces imply that fraction understanding should not be delayed but should be
nurtured and built upon (Cheng,.L. 2007, p.4). Powell and Hunting (2003) consolidate this belief by
advising educators to build on what children know. A strategy to assist with this learning is for
teachers to give a greater emphasis to the meaning of fractions and decimals, than the procedures
for manipulating them (Clark.M, et al. 2008, p.374). Teaching fractions and decimals in the
classroom must be hands on and supported by a range of manipulatives and tools to ensure that the
fractions and decimals come alive and make sense in middle years (Clark. M, et al. 2008, p.378).
Plooger and Rooney follow this notion, articulating the need for visual models and hands on
activities within the classroom, in an effort to emphasise understanding rather than memorisation.

Watanabe (2002) argued teaching fractions and decimals should be eliminated from primary maths,
based on issues related to curriculum development and instructional needs. Bezuk and Cramer
(1999) further re-instate this belief expressing, operations on fractions and decimals should be
delayed until concepts and the ideas of the order and equivalence of the two are firmly established.
Delaying work with operations will allow the necessary time for work on concepts. However, Powell
and Hunting (2003) disagree with this statement as they believe Watanabes approach overlooks
young childrens development of multiplicative structures and sharing situations from a young age
can help children develop whole number knowledge and can lay foundations for the rational number
system.

As literature commonly states introducing fractions and decimals to students can be daunting and
holds many implications for educators. It is clear that many teachers find fractions difficult to
understand and teach (Lamon, 2005). Roche and Clarke (2004) identify one of the main errors
students make is through treating decimals as whole numbers and therefore becoming confused
when working with fractions. One of the key understanding of fractions and decimals which
students need to grasp is that a whole object can be divided into many equal parts, with each part
having a name relative to the original whole (Econompolous. K & Russel. S, 2008, p. 109). In this
context students learn that a half means one out of two equal parts that make up one whole and
0.8 is not 8 wholes (Econompolous. K & Russel. S, 2008, p. 109). This incorporates an understanding
of fractional and decimal relationships and number sense.

Before learning to compute with fractions and decimals educators must ensure they do extensive
work with students to ensure they understand what a fraction or decimal is (Econompolous. K &
Russel. S, 2008, p. 109). Teachers can begin to establish important ideas of fractions informally by
using closely related areas to teach fractions. Powell and Hunting (2003) suggest that fractions can
be introduced informally such as through multiplication and division of whole numbers and for
ratios. One important factor in teaching and learning fractions is the use of representations and real
life contexts.A variety of concrete materials such as Cuisenaire rods also positively assist children in
being able to grasp the concept of fractions and decimals, as they are able to view this in a visual
context. Morge (2011) agrees with the general consensus of majority of literature stating It is
useful to include realistic contexts when helping children understand fractions and decimals.
Martinie (2007) agrees with this claim explaining, young children can easily tell us if they received
an equal-sized piece of the whole when sharing a candy bar or pizza, because they have had prior
experiences with those situations. When the fractions and decimals are not placed in such a context,
students are less likely to pay attention to the size of the pieces. Thompson and Walker (2008)
evidently agree with this idea explaining students enjoy eating their models of decimals.

Conversations between students and teachers can establish understandings of important ideas.
Sharing problems off teachable moments as children are asked to explain their thinking and explain
methods gives children an opportunity to learn off their peers. Lamon (2005) puts forth the
argument that through frequent class discussion, fractional language should be encouraged, as the
ability to describe decimals using fractional language may be an indication of a student having more
of a conceptual understanding of decimals. Although, additional literature agrees with this claim,
Thompson and Walker (2008) state that children often develop misconceptions from peer
instruction. The results from a research project conducted by Roche and Clarke (2004) reject this
claim. Roche and Clarke (2004) express the opinions of additional literature relating to the decimal
numeration system. The pair suggests that misconceptions arise as some students do not have a
conceptual understanding of the decimal numeration system and that many students will use a rule
to compare decimals. Roche (2004) identifies two strategies used by students when comparing
decimals, one of which concerns the use of fractional language and benchmarking strategies to
compare. Additionally, children often develop misconceptions about decimals and fractions
because instruction does not promote connections between the two (Thompson and Walker,
2008). Further reading suggests decimal concepts and symbols need to be related to a variety of
fraction ideas and to place value (Clark. M, et al. 2008, p.378). From this perspective, decimals are
special fractions and can appropriately be called decimal fractions (Thompson+ and Walker, 2008).

Beyond the plethora of information contained in several literature pieces on the sub-stand of
fraction and decimals it becomes incontestably clear that although fractions and decimals prove to
be somewhat difficult to teach and learn they should not be viewed as a lost cause (Clark. M, et al.
2008, p.377).
References:

Australian Curriculum, Assessment and Reporting Authority, (2012). Mathematics Domain. Retrieved
August 20, 2012 from http://www.australiancurriculum.edu.au/Mathematics/Rationale

Bezuk, N., & Cramer, K. (1999). Teaching About Fractions and Decimals: What, When and How? In P.
Trafton (Ed.), National Council of Mathematics 1999 Yearbook: New Directions for Elementary School
Mathematics (pp. 156-167). Reston, VA: National Council of Teachers of Mathematics.

Clarke, D. M., Roche, A., & Mitchell, A. (2008). 10 Practical tips for making fractions come alive and
make sense. Mathematics Teaching in the Middle School 13(7), 372-380.

Econompolous. K & Russel. S (2008) Investigations in Number, Data and Space. (2nd ed._ USA:
Pearson Education.

Lamon, S. J. (1999). Chapter Three: Fractions and rational numbers. In S. J. Lamon (Ed.) Teaching
fractions and ratios for understanding. Mahwah, NJ.:Lawrence Erlbaum

Lamon, S. J. (2005). Teaching fractions and ratio for understanding: essential content knowledge and
instructional strategies for teachers (2nd ed.). Mahwah, NJ: Lawrence Erlbaum.

Morge, S. (2011) Helping children understand fraction concepts using various contexts and
interpretations." Childhood Education 87.4, p 282.

Powell, C., & Hunting, R. (2003). Fractions in the early-years curriculum: more needed, not less. (In
my opinion). Teaching Children Mathematics, 10(1), 6-7.

Roche, A., & Clarke, D. (2004). When Does Successful Comparison of Decimals Reflect Conceptual
Understanding? Mathematics Education for the Third Millenium (2010), 486-493.

Thompson, C. & Walker, V. (2008) Connecting Decimals and other mathematical content. Teaching
Children Mathematics (2), 1-2.

Victorian Curriculum and Assessment Authority, (2009, October 1). Mathematics Domain. Retrieved
August 20, 2012 from http://vels.vcaa.vic.edu.au/maths/index.html

Watanabe, T. (2002). Representations in teaching and learning fractions. Teaching Children

Mathematics, 8(8), 457-463.
 ACARA (2012) Recognise and describe
one-half as one of two equal parts of
a whole. (ACMNA016)
sharing a collection of readily
available materials into two equal
portions
- splitting an object into two equal
pieces and describing how the pieces
are equal.
VELS (2009) Level 1
- One-to-one correspondence to identify when
two sets are equal in size and when one set is
larger than another.
- Form collections of sets of equal size.
- Use ordinal numbers to describe the position
of elements in a set from first to tenth.
Prep -
Foundation
ACARA (2012) Compare fractions with
related denominators and locate and
represent them on a number line
(ACMNA125)
Find a simple fraction of a quantity where
the result is a whole number, with and
without digital technologies (ACMNA127)
Add and subtract decimals, with and without
digital technologies, and use estimation and
rounding to check the reasonableness of
answers (ACMNA128)
Make connections between equivalent
fractions, decimals and percentages
(ACMNA131)
Grade 6
VELS (2009) Level 4.
Comprehend the size and order of small
numbers (to thousandths) and large numbers
(to millions).
Model integers, positive and negative whole
numbers and zero, common fractions and
decimals.
Place integers, decimals and common
fractions on a number line.
- Students use decimals, ratios and
percentages to find equivalent
representations of common fractions.
VELS (2009) Level 2
- Order money amounts in dollars and cents
and carry out simple money calculations.
- Describe simple fractions such as one half,
one third and one quarter in terms of equal
sized parts of a whole object, such as a
quarter of a pizza, and subsets such as half of
a set of 20 coloured pencils.
- recognising that sets of objects can be
partitioned in different ways to demonstrate
factions.
ACARA (2012) Recognise and interpret
common use of halves, quarters and
eighths of shapes and collections
(ACMNA033)
- recognising that sets of objects can be
partitioned in different ways to
demonstrate fractions
- relating the number of parts to the size
of a fraction.
Grade 1
Grade 2
ACARA (2012) Model and
represent unit fractions
including 1/2, 1/4, 1/3, 1/5 and
their multiples to a complete
whole (ACMNA058)
- partitioning areas, lengths and
collections to create halves,
thirds, quarters and fifths, such
Learning Trajectory: Extending students
as folding the same sized sheets
understanding of whole numbers, of paper to illustrate different
fractions and decimals through the use unit fractions and comparing
of concrete materials and real life the number of parts with their
sizes
contexts.
Grade 3
Grade 5 Grade 4
VELS (2009) Level 3
ACARA (2012) Compare and order common
- Use place value to determine the size and
unit fractions (ACMNA102)
order of whole numbers to tens of thousands,
- recognising the connection between the order
of unit fractions and their denominators and decimals to hundredths.
- Round numbers up and down to the nearest
unit, ten, hundred, or thousand.
Compare, order and represent decimals
(ACMNA105) - Develop fraction notation and compare simple
- Locating decimals on a number line. common fractions such as 43 > 32 using
physical models.
ACARA (2012) Investigate equivalent fractions
used in contexts (ACMNA077)
- exploring the relationship between families of
fractions (halves, quarters and eighths or thirds
and sixths) by folding a series of paper strips to
construct a fraction wall.