Using this strategy, a teacher facilitates a short conversation during which students verbally explain and justify reasoning. We have found that a coordinated series of number talks supports students’ reasoning when comparing fractions.
George J. Roy, Kristin E. Harbour, Christie Martin, and Matthew Cunningham
Susan Baker Empson, Victoria R. Jacobs, Naomi A. Jessup, Ms. Amy Hewitt, D'Anna Pynes, and Gladys Krause
The complexity of understanding unit fractions is often underappreciated in instruction. We introduce a continuum of children's understanding of unit fractions to explore this complexity and to help teachers make sense of children's strategies and recognize milestones in the development of unit-fraction understanding. Suggestions for developing this understanding are provided.