Learning What Steffe’s Research Found Supports Fractional Knowledge

Learning What Steffe’s Research Found Supports Fractional Knowledge

Basic RGBI have always been passionate about how children learn and equipping teachers with the tools that would empower them to be more effective teachers. So, when the opportunity to work at The AIMS Center for Math and Science Education at Fresno Pacific University became available, I enthusiastically applied. As a research associate at The AIMS Center, I have the opportunity to work with others and translate research for teachers to implement in their classrooms. There is a vast amount of research now available, but it doesn’t come in the most “user-friendly” format.

Beverly SteffeLeslie Steffe, Ph.D., wrote the book Children’s Fractional Knowledge. It is an accumulation of 25 years of research. If someone is willing to dedicate that much time to understanding how students “come to know” fractions, I think that it should be translated for classroom teachers to implement.  An AIMS research team is currently delving into Steffe’s research on Counting Schemes because we realized it was essential to understanding Children’s Fractional Knowledge. I have learned so much about how children “come to know” the mathematical concepts of number  (which includes whole numbers and fractions) and number operations.

In third grade, according to Common Core, teachers are responsible for is “Develop understanding of fractions as numbers.” What does that really mean? Do I really help a student understand that? I can honestly tell you it meant something very different to me one year ago – before I had read Steffe’s research. Steffe articulates some important milestones for students to progress through in order to construct understanding of fractions as numbers. As I am delving into this research, I am realizing how significant it is to develop whole numbers in a way that doesn’t lead to misconceptions about number and then to allow fractions to be identified by the students as numbers. This research truly needs to be accessible to teachers, and I am excited to be a part of a Center that is up for such an important task.

How I See the Change at AIMS Affecting the Graduate Math & Science Education Program at FPU. – Part One

How I See the Change at AIMS Affecting the Graduate Math & Science Education Program at FPU. – Part One

Hello dear readers. I may be a new voice on this blog to those of you who read it regularly so perhaps a brief introduction is in order. I see myself as a High School Math teacher who has gotten a wonderful opportunity to play in a big sandbox. I taught math to students fromContinue Reading

AIMS Math and Science Professional Development

AIMS Math and Science Professional Development

I am on my way to Michigan to facilitate professional development in mathematics. I will share a full day of hands-on activities that can easily be supplemented in to a teacher’s math curriculum. Why did this small school district choose AIMS to facilitate their professional development? They were aware that AIMS could do the followingContinue Reading

What the Science Education Research Says!

What the Science Education Research Says!

Long before the Next Generation Science Standards were all the buzz I downloaded from the National Research Council (NRC) web site a free copy of the book, Taking Science to School – Learning and Teaching Science in Grades K-8, ©2007. I found the messages contained in the document’s Executive Summary compelling because they closely matchedContinue Reading

What the Internet is Doing to Our Brains

What the Internet is Doing to Our Brains

Nicholas Carr, a writer whose interest is in technology and culture, published an article in a 2008 issue of The Atlantic Monthly with the provocative title, “Is Google Making Us Stupid?” In the article he talks about what he believes the Internet is doing to our brains. He describes what he says he feels isContinue Reading

The Journey of a Student’s Understanding of Number Using the Ten Frame – Part Two

The Journey of a Student’s Understanding of Number Using the Ten Frame – Part Two

If you are just joining us, you will want to check out Part One of this series. It is important that we listen to students and create learning experiences that encourage them to build more sophisticated mental structures. Weston was only seeing the ten frames as the total number of dots and the spaces without dots.Continue Reading

An Inexpensive, Easy to Build, Substitute for a LASER Pointer

An Inexpensive, Easy to Build, Substitute for a LASER Pointer

I have always been hesitant to use a LASER pointer in the science lab or classroom. Even though I may know the pointer is safe to use, I’ve never allowed any student to use it. If  a student somehow directed its beam into another person’s eyes, I did not want to spend time dealing withContinue Reading

BYOD Making Connections to Pedagogy

BYOD Making Connections to Pedagogy

In my last post I shared information about apps you could have your students download and save on their devices for use in the classroom. I know there are many apps available and you may still be a bit overwhelmed about which ones you may want to incorporate in the classroom. I definitely understand. ThanksContinue Reading