Chapter 6 Teaching The Basic Concepts Of A Fraction

L.C.D. and other related topics much more readily accessible to the pupils. For instance, if the children are asked to find the answer to , they will know how to proceed.

+

Looking at the two relevant families of equivalent fractions (or at the corresponding rod patterns)

and

=

=

=

=

=

=...

...

=

they will easily be able to pick two fractions, one from each series, which possess the same denominator; in this case and The operation then becomes +

=

+

=

and the children carry it out with great confidence. It should by now be obvious to the reader that giving the pupils an early and varied experience with fractions and their families of equivalence will pay dividends during later work. It is strongly recommended that sufficient time be devoted to this aspect of the course.

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The Cuisenaire Gattegno method of teaching Mathematics

The Cuisenaire Gattegno method of teaching Mathematics

The Cuisenaire Gattegno method of teaching Mathematics

The Cuisenaire Gattegno method of teaching Mathematics