Journal of the Mathematics Council of the Alberta Teachers’ Association
Volume 49 Issue 2, June 2012
61 – 65
Digging Deeper into Fraction Addition
Jerry Ameis
Teaching mathematics methods courses to K-8 teacher candidates over a period of 20 years has led me to many observations. One of them concerns fractions. K-8 teacher candidates’ conceptual understanding of fractions and their fraction algorithmic skills are weak. These observations are in line with formal research on the matter (Reeder and Utley 2007; Weller, Amon and Dubinsky 2009; Ma, 1999; Ball 1990).
