As I have moved to hands-on approaches and have students make rulers from a
hand-width I have also learned that students who have no understanding of
fractions also cannot read a ruler--and as I observe students (instead of
them watch me most of the time) I am alarmed at how many students do not
know what an inch, foot and yard are much less 1/4 of a inch. Some of the
students without this understanding are capable of memorizing fraction
arithmetic algorithms at least until the test is over.
The debate is much more basic than use or non-use of calculators. I think
the problem comes in part with a society that has changed from "do it
yourself" to "ready-made." We no longer make book-shelves or clothes, or
make cakes from scratch. In everyday life we do not use measurements and
units that teach us a number sense and an understanding of fractions. As
mathematics teachers we too often assume that if a student learns
algorithms the number sense follows. This is not necessarily the case. We
need to offer students the experience of working with real objects and real
measurements to develop that number sense. 1001 pencil and paper drill and
practice problems do not develop the same understanding.
Students need to understand numbers as well as algorithms. They also need
to become proficient in calculator use in order to tackle truly real world
problems where the numbers are seldom nice.
This is my 2/100 of a dollar's worth.
Martha
----------
> From: CoolMath2@AOL.COM
> To: mathedcc@archives.math.utk.edu
> Subject: Re: [MATHEDCC] technology/fractions
> Date: Tuesday, September 23, 1997 8:02 PM
>
> In a message dated 97-09-23 18:59:48 EDT, spaschal@DEKALB.DC.PEACHNET.EDU
> writes:
>
> << "Just because I
> teach the fraction skills louder and with more vigor, doesn't mean they
> will get it at age 25 when they haven't mastered it yet." >>
>
> So, to play devil's advocate here, a student who cannot do basic
arithmetic,
> but can make it through an algebra class (using a calculator to do the
> arithmetic) should be given a college degree? Should a student who
cannot
> write a proper sentence, but can tell a great story be given a college
> degree?
>
> As I've mentioned before, I teach math for elementary school teachers.
Many
> of these students have somehow gotten to this level without being able to
do
> arithmetic (fractions, percents, decimals)...... Should they be passed
> through my class to go on to teach math to your kids? It's my job to
give
> them an *understanding* of what 1/(1/3) MEANS ---- ie How many (1/3)'s
are in
> 1?
>
> Karen
> Orange Coast College
> http://members.aol.com/coolmath2/coolmath.htm
>
****************************************************************************
> * To post to the list: email mathedcc@archives.math.utk.edu *
> * To unsubscribe, send mail to: majordomo@archives.math.utk.edu
*
> * In the mail message, enter ONLY the words: unsubscribe mathedcc
*
> * Words in the Subject: line are NOT processed! *
> * Archives at http://archives.math.utk.edu/hypermail/mathedcc/
*
>
****************************************************************************
****************************************************************************
* To post to the list: email mathedcc@archives.math.utk.edu *
* To unsubscribe, send mail to: majordomo@archives.math.utk.edu *
* In the mail message, enter ONLY the words: unsubscribe mathedcc *
* Words in the Subject: line are NOT processed! *
* Archives at http://archives.math.utk.edu/hypermail/mathedcc/ *
****************************************************************************