The teaching of fractions in the transition from arithmetic to algebra
by Neide da Fonseca Parracho Sant'Anna; Gilda de La Rocque Palis; Maria Apparecida Campos Mamede Neves
International Journal of Innovation in Education (IJIIE), Vol. 2, No. 2/3/4, 2014

Abstract: Herein, we present a proposal to help students conceive of fractions as numbers based on the Hung-Hsi Wu approach, which introduces the concept of a fraction as a measure of the length of a line segment. According to Wu, when the concept of a fraction is not properly developed, the transition from arithmetic to algebra becomes precarious. Difficulties in this transition are encountered in different countries. In the proposal for teaching fractions herein discussed - put into practice at the Pedro II School in Rio de Janeiro - what stands out, besides the full development of the concept of a fraction, is the use of the concept at different levels of understanding in the learning process. This was achieved by employing techniques that led to the involvement of students in appropriate activities at different stages of knowledge creation.

Online publication date: Mon, 09-Mar-2015

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