Fractions Versus VELS : Making sense and teaching richly

Gough, John 2008, Fractions Versus VELS : Making sense and teaching richly, in MAV 2008 : Synopsis of the 45th Annual Conference of the Mathematical Association of Victoria, The Mathematical Association of Victoria, [Melbourne, Vic.].

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Title Fractions Versus VELS : Making sense and teaching richly
Author(s) Gough, John
Conference name Mathematical Association of Victoria Conference (45th : 2008 : Melbourne, Vic.)
Conference location Melbourne, Vic.
Conference dates 4-5 Dec. 2008
Title of proceedings MAV 2008 : Synopsis of the 45th Annual Conference of the Mathematical Association of Victoria
Editor(s) Vincent, Jill
Dowsey, John
Pierce, Robyn
Publication date 2008
Publisher The Mathematical Association of Victoria
Place of publication [Melbourne, Vic.]
Summary Fractions are different from other numbers: they need new ways of working - right? No. That’s a recipe for relying on unexplainable rote rules. Fraction calculations are sensibly based in properly understood whole-number operations. If we really know how to multiply and divide (and add and subtract) whole-numbers, doing the same kinds of things with fractions will be easy, and memorable. But how does this fit with VELS and Progression Points? What is the Fraction Curriculum, and how could we teach it?
Notes Conference Website : http://www.mav.vic.edu.au/activities/professional-learning-opportunities/previous-mav-annual-conferences/337-mav-annual-conference-2009.html
Language eng
Field of Research 130208 Mathematics and Numeracy Curriculum and Pedagogy
Socio Economic Objective 930202 Teacher and Instructor Development
HERDC Research category E2 Full written paper - non-refereed / Abstract reviewed
Copyright notice ©2008, The Mathematical Association of Victoria
Persistent URL http://hdl.handle.net/10536/DRO/DU:30019245

Document type: Conference Paper
Collection: School of Education
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