Week #4 Reflection

Reflection:

This week we had the opportunity to explore fractions and the difficulty to comprehend  different concepts from both a student and educator position. Fractions present numbers in a new and peculiar way, a form which many individuals may not be familiar or comfortable with. In addition, students are expected to add, subtract, multiply and divide these “odd” numbers together to create a “new” fraction, which I am sure you can imagine how complex and confusing it may be for a new or learner. Even as a future educator, I continue to be uneasy and often perplexed when looking at different fraction equations. This week, we divulged into the issue of nervousness felt by both teachers and students. We also discussed the importance of having both the confidence in ourselves to lead a lesson, while acknowledging that, just like our students, we will make mistakes. To succeed and grow in math we must accept that we are not perfect and realize that it is through our mistakes that we foster our growth as an educator. This lesson has been the most informative and relateable so far, as I feel that encouraging and accepting our mistakes was once something frowned up and condemned. This token of knowledge will become useful in my educational activities studies, as it reminds me that I am not a robot, and if I do make a mistake it will not be the end of the world.

Similar to many mathematical concepts, fractions can be taught in a multitude of different ways. As discussed in my previous blog entries, educators must be willing to expand their horizons when instructing a lesson. This idea is relevant when dealing with fractions as they can such a confusing concept for many students. When we help our students explore their own understanding, we assist them in fostering their intellectual expansion. Another valuable lesson enhanced this week was the importance of including a multitude of manipulators for students. Manipulators allow individuals to visualize and physically work out an equation which they may find to be problematic. An example is shown by the fraction tile sheet (Figure 1) which demonstrates how smaller divisions of a number make up a whole and illustrates which fractions are greater/less than others. For example, when adding together two dissimilar fractions 1/4 + 1/2 one student may find it easier to find a common denominator, and then add together the numerators:

1/4 + 1/2 *4 is the common denominator so you multiple 1/2 by two to get 2/4 so the equation becomes 1/4 + 2/4 which produces 3/4. Some students may be unable to understand this concept and instead use a fraction tile sheet, or a fraction pie sheet (Figure 2) to visually see how the equation works. To conclude, an educator must not limit their student’s exploration of knowledge but instead encourage their exploration of different methods and techniques.

Fractions are concepts which we cannot live without as they are something we encounter on a regular basis therefore, we must continually strengthen and expand our knowledge. A valuable resource I came across can be accessed through the link provided below. The website found in the link below provides a variety of definitions for different equations. It also provides simple and more complicated activities for both beginner and advanced learners. As well, if users make a mistake the website provides an explanation and advice on how to correct it. 

Figure 1                              Figure 2

 

www.rainbowresource.com                            www. learnfractions.wordpress.com/

See link below:

http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks2/maths/fractions/