1 University of Puget Sound, Tacoma, WA, USA.
J Learn Disabil. 2017 Nov/Dec;50(6):640-643. doi: 10.1177/0022219416659445. Epub 2016 Jul 15.
This commentary summarizes emerging research into fractions instruction for students who are at risk for failure. Each of the three articles emphasizes a measure conception of fractions. Teaching fractions as measurement helps students learn the magnitude of rational numbers. However, measurement is only part of the way that students should conceptualize fractions. Instruction also needs to emphasize fractions as division. The article also draws attention to the teaching qualifications of those who typically instruct at-risk students in Tier 2 and 3 settings. More often than not, these individuals lack the pedagogical content knowledge needed to adapt instruction and address student misconceptions. This is a critical issue going forward as the field attempts to balance procedural understanding with key underlying fractional ideas such a measurement and division.
本评论总结了针对有失败风险的学生的分数教学的新兴研究。这三篇文章中的每一篇都强调了分数的度量概念。将分数教学作为一种测量方法可以帮助学生理解有理数的大小。然而，测量只是学生理解分数的一种方式。教学还需要强调分数作为除法。本文还提请注意那些通常在第 2 级和第 3 级环境中指导有风险学生的人的教学资格。这些人往往缺乏适应教学和解决学生误解所需的教学内容知识。随着该领域试图在程序性理解与关键的基本分数概念（如测量和除法）之间取得平衡，这是一个关键问题。
