1 Department of Education, McDaniel College, Westminster, MD, USA.
2 School of Education, Johns Hopkins University, Baltimore, MD, USA.
J Learn Disabil. 2017 Nov/Dec;50(6):648-650. doi: 10.1177/0022219416662030. Epub 2016 Aug 9.
The intent of this commentary is to identify elements of fraction sense and note how the research studies provided in this special issue, in related but somewhat different ways, validate the importance of such understandings. Proficiency with fractions serves as a prerequisite for student success in higher level mathematics, as well as serving as a gateway to many occupations and varied contexts beyond the mathematics classroom. Fraction sense is developed through instructional opportunities involving fraction equivalence and magnitude, comparing and ordering fractions, using fraction benchmarks, and computational estimation. Such foundations are then extended to operations involving fractions and decimals and applications involving proportional reasoning. These components of fraction sense are all addressed in the studies provided in this issue, with particular consideration devoted to the significant importance of the use of the number line as a central representational tool for conceptually understanding fraction magnitude.
本评论的目的是确定分数感的要素，并指出本期特刊中提供的研究在以略有不同但相关的方式验证了这些理解的重要性。分数的熟练程度是学生在高等数学中取得成功的前提，也是通向许多职业和数学课堂之外各种情境的途径。分数感是通过涉及分数等价和大小、比较和排序分数、使用分数基准以及计算估计的教学机会发展起来的。然后，这些基础扩展到涉及分数和小数的运算以及涉及比例推理的应用。本期特刊中提供的研究都涉及到分数感的这些组成部分，特别考虑了使用数轴作为概念理解分数大小的核心表示工具的重要性。
