Part-whole

We’re all familiar with two chronic misconceptions in our math classrooms:

  1. Students interpreting the equal sign as an abbreviation for “and the answer is” or “do the things on the left, and then write the answer on the right”;
  2. Students failing to recognize fractions as numbers that have all the same characteristics as integers.

This fascinating article describes “part-whole” as a way to address both of these issues. Looks kind of simple, doesn’t it?

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