| What approach to fractions do pupils find easier? |
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Research taster
When children are presented with a fraction problem to solve collaboratively in small groups, the approach they take often differs from the classic method they are most often taught. For example, when asked to share two pizzas between six children, pupils often base their proposed answers on the logic of division. They understand that, if the pizzas are shared fairly and completely, the way in which they are cut does not matter. “Those three children get a third each from the first pizza and those three get a third from that second pizza.” The drawings they use to back up their logic show links between the items being shared and the number of children, but they are not precise representations of the size of each slice. Children find it hard to draw and partition accurately. When they approach the problem using a part-whole method, in which a precise drawing shows how the pizzas can be partitioned into two sixths and one third, their drawings are often inaccurate and misleading. Using this method also seems to distract pupils from thinking about the logic of division. Yet showing pupils how to partition fraction diagrams in this way is a common teaching approach. 
Your evidence
Perhaps you could listen to a small group of your pupils as they work through a fraction problem collaboratively and then chat to them about their experience afterwards. You could try this with a group from your own class, or from a colleague’s – pupils will sometimes ‘open up’ more to someone who is not their own teacher. During their group work, you could note down how they went about solving the problem. What methods did they use? How successful were they? Afterwards, you could ask them some of the following questions: What did they think they were supposed to be learning? What have they learned? Did they see any connections with other work they have done? Did they enjoy the work? What did they enjoy about it? [Adapted from RA 9-2c] Moving forwards What have you learned about the pupils’ preferred approach to fractions and their views on learning about them? If the pupils were not from your class, discuss the findings with your colleague. You might like to explore the implications for building on pupils’ understanding when you teach this in the future. For example, might your pupils enjoy solving fractions problems in collaborative groups, in which they could clarify their understanding through discussion? Find out more  Nunes et al (2006) Fractions: difficult but crucial in mathematics learning Teaching and Learning Research Programme Research Briefing no.13. Available at: http://www.tlrp.org/pub/documents/no13_nunes.pdf The full project is The role of awareness in the teaching and learning of literacy and Numeracy in Key Stage 2 (2001 – 2004) by Prof. Terezina Nunes, Prof. Peter Bryant and Dr. Jane Hurry. The project website is at: http://www.tlrp.org/proj/phase11/phase2h.html |
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