# The Teaching of Fractions and its Discontents

# The Teaching of Fractions and its Discontents

Despite my background as a research mathematician, I have
actually had quite a bit

of experience writing mathematics at or near the middle school level, and a
substantial

amount of that e ort was concerned with the teaching of fractions in the higher
elementary

grades. It is an issue I take seriously because I am concerned with what it
takes

in K-12 math education to produce students who are "math-ready" for the demands
of

college level work. At some point, more than 50% of high school graduates will
enter a

college level program, many of which have Calculus-level math requirements. No
one can

tell in advance who will or will not seek such career paths, so
college-readiness should be

the ultimate goal of any sound K-8 math program.

The topic of fractions is a major stumbling block for many
students, otherwise we

would not be here tonight. Nevertheless, it is crucial that students become
adept at

handling fractions - and by that I mean fractions as fractions, and not numbers
punched

into a calculator - because fractions and their arithmetical properties provide
the bedrock

of intuition upon which all later concepts of algebra and Calculus rest.

What I will say is partly inspired by my reading of
portions of a forthcoming book

directed toward the concerns of K-12 teachers by Prof. Hung-Hsi Wu, of Berkeley,

the recent book Elementary Mathematics for Teachers by Thomas Parker and Scott

Baldridge, and from my own experience working with Stanley Ocken of CCNY
creating

a mathematically coherent account of how fractions work (unpublished), used to
train

tutors providing remedial math assistance to 9th graders at the University
Neighborhood

High School in New York City.

Let me begin with what I see as the preconditions for any
program that aspires to

the successful teaching of fractions. Although I may not have time to pass on to
the next

topic - specific pedagogical issues I see in the teaching of fractions - I have
nevertheless

included a few thoughts on these at the end of the the written article I have
prepared

for this convocation. I may have an opportunity to mention them in the open
discussion

sessions.

**The Suppport Base for Teaching Fractions in Grades 5-8**

In my opinion the following issues must be taken into
account if we hope to resolve the

difficulties commonly encountered in teaching fractions.

**1. Teaching to mastery. **Math is different from many
other subjects - the sciences,

for example - owing to its intrinsically "vertical" structure. Its concepts
build upon each

other, layer-by-layer, as we progress from counting to fractions, to algebra, to
calculus,

and beyond. As you go higher you come to realize more and more ways in which the

external world is mirrored in mathematics. But, each level must be mastered so
students

can confidently use its concepts as they reach for the next level of
sophistication. The

need for mastery before proceding to the next level is not given the respect it
demands

in quite a few K-8 math curricula I have reviewed.

The need for step-by-step mastery is evident in microcosm
in the teaching of fractions

in the K-8 grades, where the natural progression of concepts is pretty clear to
any

mathematician.

**2. The need for logical progression and clear
definitions.** It has often been said

that "You cannot teach what you do not understand." In discussing fractions we
are concerned

with its corollary: "You cannot really understand what has never been defined."

I will have more to say about this, but for the moment let me say that
mathematics is

founded on clear definitions, and the logical relations between them.

There is a simple and easily understood definition of a
fraction as a (rational) number:

a point on the number line whose position can easily be found from the symbol
m/n that

represents it. By grade 5 most children understand the concept of number line -
it is

visual and intuitive. The trouble begins when one fails to make a clear the
distinction

between a fraction (a number) and the symbol that represents it. Students soon
discover

that the same number (length of a line segment) can be represented by many
symbols,

as with , etc, and get confused if there is
not one basic definition to fall back

on. It is not so confusing if you think of it this way: the family pet is often
referred to

by various whimsical names, but whatever the name-of-the day, it is still the
same pet.

Even so with fractions and their representations.

**3. Sometimes less actually is more.** This seems to
be the era of bloated sets of

instructional materials. I have in my office a cubic foot of student booklets
for Grade 6

in a well-know math program; the Singapore Math materials for Grade 6 consist of
two

slim textbooks and two practice Workbooks [hold them up to view]; the entire set
costs

about $45 online at singaporemath .com.

Part of the trouble stems from ill-considered State
standards, which desperately need

pruning in the face of "topic inflation," with every Committee member
shoehorning in

his or her pet topic, whose coverage then becomes mandatory statewide. There is
no

need for this, and it is counterproductive. The most successful countries in the
world

- Singapore, China, Japan, etc - have lean and clear-cut curricula which allow
them to

make sure that students achieve real mastery of the topics that are covered.

**4. The need for clear, concise, mathematically sound
textbooks. **Teachers,

students, and even parents need an actual textbook, with supporting practice
workbooks,

that students can study at home to reinforce what they have learned in class.
Without a

coherent textbook, parents cannot help their children learn and are
disenfranchised from

the educational process. Without a textbook students cannot refer back to
previous

topics relevant to the tasks at hand. On both counts the absence of a coherent
textbook

seems to me indefensible.

A good text should strike a balance between explanation of
concepts, worked examples,

exploratory projects illuminating the meaning of mathematical concepts, and
plenty

of practice problems (perhaps in a separate workbook); contrary to popular
belief, it is

not mandatory that practice problems be dull and boring - see the Singapore
texts and

Workbooks for example. The text should also adhere to the principles set forth
in 3.

The following quote from Wu is relevant here:

A mathematician approaching the subject of fractions in
school cannot help

but be struck by the total absence of the characteristic features of
mathematics:

precise definitions as a starting point, logical progression from topic to
topic,

and most importantly, explanations that accompany each step. This is not to

say that teaching of fractions ... should be rigidly formal from the beginning.

Fractions should be informally introduced as early as second grade (because

even second graders need to worry about drinking "half a glass" of orange

juice ):

**5. Teachers must know their subject.** To teach
fractions effectively, a teacher

needs to know fractions and their applications cold. A good check (borrowed from
Herb

Clemens via Prof. Wu): can the instructor explain why
I can fully

sympathize with the panic response that often ensues - fractions is a subtle and
many

faceted topic, and it often takes a lot of experience to gain command of it. I
applaud

e orts to enhance the math content training of K-8 teachers who face these
challenges.

But until the millennium arrives, perhaps the time has come for us in the U.S.
to consider

the turning math teaching in the upper middle grades to cadres of well-trained
and

experiences math specialists, of the sort described in Li-Ping Ma's book on her
experiences

in China. This seems to be standard practice in K-8 math (and science) teaching
in China,

Japan, and other highly successful countries.

**Some Pedagogical Issues in the Teaching of Fractions**

I list items as they arise in the natural sequence of fraction concepts.

1. The very definition of "fraction" is a source of
difficulties. In his book Wu

lists 5 different commonly used "explanations" of what a fraction "is." Is it
any wonder

kids get confused by the concept? In my view there is just one basic definition:
a fraction

m/n is a rational number , a point on the number line whose location is easily
found once

you are given the symbol m/n using a definite algorithm: divide the unit
interval into n

equal pieces, then chain together m of them.

2. A fraction vs the symbols m/n that represent it. The distinction between a

fraction (a number) and the symbols used to represent it is not always made. The
symbol

is not "the number"; it is a mnemonic device that encodes the information we
need to

locate the number. But the encoding process is a bit redundant, with the result
that a

single number can have many different symbolic representations such as

The foundational concept of " equivalent fractions " (which should perhaps be
referred to

as "equivalent representations") cannot be understood until students understand
that m/n

is just a label for the actual object. They should be shown many examples
illustrating

why many different labels can be applied to the same object, until they are
comfortable

with the idea.

**3. Dealing with the ambiguity in the symbol m/n .**
This discussion of equivalent

fractions should culminate in a clearly stated algorithm for "building up" and
" reducing "

fractions, namely the identity

for any whole number k

I have seem many rambling discussions and interpretations
of equivalent fractions that

never get around to stating any such clear-cut final result, which students can
then use

at the next level in their study of fractions.

**4. Confusing a fraction with its many real world
manifestations.** Fraction have

many useful interpretations in real life, and students often confuse the
mathematical

concept with its interpretations. The fraction 5/8 is a number, but in specific
real-world

situations that number might be regarded as describing: a ratio, a rate, a
percentage,

or a collection of pizza slices. There is just one definition of fraction; all
other aspects

are interpretations of this mathematical concept in specific real world
situations. No

single interpretation can encompass the others; the single basic definition of
fraction as

a number subsumes all its applied interpretations. In short,

If you know the one big thing, you can do many little things.

This is the whole point of mathematical abstraction, and the source of its power.

6. The addition algorithm made confusing. The natural way
to explain fraction

addition is to first deal with sums involving fractions with the same
denominator such as

For these, addition of fractions interpreted
as lengths of line segments is

just like addition of whole numbers. Then one employs the rules for handling
equivalent

fractions to get the following algortihm for adding unlike fractions

Done!

I have been told by various people that this "cross-multiply" algorithm is not
allowed.

(By whom?) To the contrary, what is unnatural is the usual definiton in terms of
greatest

common divisor and all that. This concept only comes into play when you go to
simplify

the output of this algorithm, and even then is often completely unnecessary if
you are

comfortable working with equivalent fractions. The traditional definition, by
mashing

together two completely different ideas, needlessly confuses the issue.

**7. Distinguishing the (+) operation from the algorithm
for computing it.**

The (+) operation can be explained geometrically without invoking anything like
the

cross- multiply formula . But to get beyond gluing together strips of paper and
measuring

their lengths, we need an algorithm - a procedure that tells us how to get from
input to

output

Input: The symbols

The notion of algorithm should be explained and emphasized
here. The creation of

efficient algorithms for finding answers is the soul of mathematics.

There is much more to be said about the next steps in the
natural progression of fraction

topics.

•Multiplication of fractions

•Division of fractions; division as the solution of an inverse problem

involving fractions A and B

•The algebraic rules that govern the arithmetical operationson

fractions, and their relation to the algebraic operations on whole numbers.

•The traditional applications of fractions: ratios, rates, percentages, etc.
which must

all be explained in detail to give students a proper understanding of the many
ways

fractions turn up in day-to-day life.

This brief presentation is not the place for the extensive
discussion these topics deserve.

For further reading, I commend Prof. Wu's book to you, expecially the brief
Appendix to

Chapter 2 which specifically addresses the common difficulties encountered in
teaching

fractions.

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