K-5 Mathematics Specialists' Teaching and Learning about Fractions

Authors

J. W. Whitenack, Virginia Commonwealth University
A. J. Ellington, Virginia Commonwealth University

Publication Date

2009

Abstract

This paper describes the fraction-based mathematical activities of two teachers who are part of 3 Mathematics Specialist preparation program. Their work with fractions is traced from two perspectives: 1) their interactions with students as they struggle with fraction concepts; and, 2) their personal journeys to develop deeper understandings of fractions as participants in the Rational Numbers course that is part of their degree program. Through their stories, we gain a better understanding of the complex nature of their work with students and how their participation in the Mathematics Specialist program helps support their work in the school buildings.

Volume

11

Issue

1

First Page

109

Last Page

126

Rights

© Virginia Mathematics and Science Coalition, licensed under a Creative Commons Attribution 4.0 International License (CC BY 4.0) (https://creativecommons.org/licenses/by/4.0/)

DOI

https://doi.org/10.25891/93ED-4T32

Recommended Citation

Whitenack, J. W. and Ellington, A. J. (2009) "K-5 Mathematics Specialists' Teaching and Learning about Fractions," Journal of Mathematics and Science: Collaborative Explorations: Vol. 11: No. 1, Article 10.
Available at: https://scholarscompass.vcu.edu/jmsce_vamsc/vol11/iss1/10