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This research examined the role of the teacher in supporting students to make sense of fraction multiplication when using a problem solving approach. Using a qualitative approach, the teaching of four skillful experienced sixth-grade teachers was examined as they implemented a problem-based unit on fraction multiplication. This paper will present a questioning framework used by teachers that supported students' conceptualization in this domain and highlight resulting implications for teacher practice. [For complete proceedings, see ED581294.]

This research examined the role of the teacher in supporting students to make sense of fraction multiplication when using a problem solving approach. Using a qualitative approach, the teaching of four skillful experienced sixth-grade teachers was examined as they implemented a problem-based unit on fraction multiplication. This paper will present a questioning framework used by teachers that supported students' conceptualization in this domain and highlight resulting implications for teacher practice. [ABSTRACT FROM AUTHOR]

Number sense is a key component in being able to make sense of problem situations that involve fraction addition. Positioning students to invent algorithms for adding fractions involves their ability to use number sense-based reasoning. This paper offers five forms of mathematical interaction that teachers engaged in during classroom discussions to support student engagement in number sensebased reasoning when estimating fraction sums. [ABSTRACT FROM AUTHOR]

An abstract of the article "The Influence of Teachers' Beliefs, Goals and Resources on Instructional Decisions" by Lindsey R. Haubert and colleague is presented.

This presentation will share findings from research that explores the mathematical practices a class of sixth-grade students and their teacher engage in when learning about fractions using a problem solving or constructivist approach. In particular, the important role of benchmarks and estimation as students explore fraction operations and develop algorithms for operating with fractions will be highlighted. ..PAT.-Unpublished Manuscript [ABSTRACT FROM AUTHOR]

The NCTM Standards (1989, 2000) highlight the need to recognize mathematics as more than a collection of skills and concepts to be mastered. Not only should mathematics instruction focus on developing concepts and skills, it should be done in such a way that students see mathematics as useable. The value of knowledge ‘lies in the extent to which it is useful in the course of some purposeful activity’ and instruction should ‘persistently emphasize ‘doing’ rather than ‘knowing’ that’ (NCTM, 1989, p. 7). These documents point to the importance of building on students’ previous experiences and the need to apply prior knowledge to increasingly more difficult situations. Students should be ‘responsible for what they have learned and for using that knowledge to understand and make sense of new ideas’ (NCTM, 2000, p. 64). It is this distinction between learning about something and learning to use that knowledge in new settings that this paper addresses. [ABSTRACT FROM AUTHOR]