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.
© 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/)
Whitenack, J. W. and Ellington, A. J.
"K-5 Mathematics Specialists' Teaching and Learning about Fractions,"
Journal of Mathematics and Science: Collaborative Explorations: Vol. 11:
1, Article 10.
Available at: https://scholarscompass.vcu.edu/jmsce_vamsc/vol11/iss1/10