Dividing Fractions Using an Area Model: A look at In-service Teachers’ Understanding

Teruni Lamberg, Lynda Wiest

Abstract


This study investigated the thinking of elementary and middle school teachers in relation to solving a fraction-division problem using an area model. The teachers experienced some difficulty making meaning of the area model and expressing the quotient in terms of an appropriate referent unit. Discussion was integral to understanding the area model and the quotient during the problem-solving process.


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