Exploring Early Fraction Concepts- Introducing Fraction Language
The first main idea in chapter 14 is introducing fraction language (Van De Walle et al., 2018, p. 303). Students must be given enough time to learn and understand different languages and terms used in fractions. For example, before students are introduced to writing fractions, they should be able to read and recognize the fractions’ terms and names to avoid confusion. Also, they should be able to recognize the two numbers that make a fraction. The second main idea is the idea of partitioning and iterating (Van De Walle et al., 2018, p. 303). These two ideas are significant for students because they play a major role in ensuring that students understand fractions. When students understand how to partition, they can write fractions effectively. Introducing fractions to students is challenging because it could be a difficult concept to understand for some students. This means that teachers should consider using simple language to enhance their understanding.
The first piece of information that surprised me was how the entire chapter talked about fractions but did not introduce them. This shows the importance of preparing students for the different concepts they encounter when dealing with fractions. Introducing students to a new mathematical concept can be challenging and sometimes confusing, requiring the teacher to prepare the students fully. Following this, a new concept that I have learned from reading this chapter is that “The phrase “improper fraction” is a misleading phrase that implies something is wrong with the fraction when it is simply an equivalent representation. Instead use “fraction” or “fraction greater than 1” (Van De Walle et al., 2018, p.326). I will use this concept to explain to my students and help them remember when they see an improper fraction.
Question: How important is it to prepare students for the different concepts they encounter when dealing with fractions?
Reference
Van De Walle, J. A., Karp, K.S., Lovin, L.A. & Bay-Williams, J.M. (2018). Teaching Student-Centered Mathematics: Developmentally Appropriate Instruction for Grades Pre-K -2 (Volume I, 3rd Edition). New York: Pearson.
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Question 
Question: How important is it to prepare students for the different concepts they encounter when dealing with fractions?
Exploring Early Fraction Concepts- Introducing Fraction Language