Fractions gain traction with concrete models
Tuesday, August 27, 2013 - 14:01
in Mathematics & Economics
If 3 is greater than 2, then ⅓ must be bigger than ½—right? Wrong. As thousands of students head back to school, many will use exactly that kind of thinking when faced with fractions for the first time. New research from Concordia University shows that for children to understand math, teachers must constantly make the connection between abstract numbers and real world examples.