Primary Mathematics Professional Learning Module 3 Overview I

Building mathematical content knowledge: examining the teaching and learning of fractions and decimals Aims

• To illustrate that the teaching and learning of fractions and decimals is complex and that this complexity has important implications for teachers.

• To develop an appreciation that the concepts underpinning rational numbers require thorough and interconnected understanding.

Rationale The topics of fractions, decimals, ratios and percentages are difficult for students and their teaching is complex. Participants will be supported to reconceptualise their knowledge in order to answer the following (and other) questions:

• What does it mean to understand rational numbers, fractions, decimal numbers, percentages, and proportionality?

• What are the conceptual hurdles for students as they make the transition from whole number (integers) topics to rational number topics?

• Why do students struggle with decimals and fractions? Module overview

In this module, participants will:

• engage with a variety of tasks, examine the mathematical content of each and evaluate their potential role in teaching and learning about rational numbers

• examine misconceptions students have of fractions • consider the implications for teaching and explore productive pedagogies with rational numbers

Reading Clarke, D. M., Roche, A., & Mitchell, A. (2008). ‘10 practical tips for making fractions come alive and make

sense’. Mathematics Teaching in the Middle School, 13(7), 373-380. Fractions and Decimals Online Interview: Big ideas linked to the Interview tasks http://www.education.vic.gov.au/studentlearning/teachingresources/maths/interview/fracdecimalbigideas.htm Fractions and Decimals Online Interview: Definitions of strategies http://www.education.vic.gov.au/studentlearning/teachingresources/maths/interview/fracdecdefinitions.htm