John Ford, Teaching Fractions

John Ford, Title One Mathematics Coordinator, West Virginia DOE
When dividing fractions we think of it as a multiplication problem instead of division. We need to have the students explain their answers so they can understand their thought process and make sense of the math. This also helps us see where their problems are.

There was an identification of the problem, but there was no solution or plan to find a solution. He suggested the PLC should find this information out.

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