# Discussion: Keynote Part 2

 posted by: Judith Fonzi on May 20, 2003 at 8:02AM subject: Examining 1/2 of 6
 The teacher move here reminded me of a discussion of part 1 of thekeynote. I believe it was Anne that gave us an example of differentalgorithms for dividing fractions and she suggested that the teachermight try to relate the conjectured algorithm to a know algorithm. Ithought this mathematical move might represent important mathematicscontent for teaching. As with all teacher knowledge knowing when toapply it is yet another challenge !Actually, I loved the use of 1/2 of 6 -- but when Deborah asked if itwas a good move for helping Riba think about 3/4 I was taken back, Ithought she was using it to relate a known fact to the "not quite surefact that fourths meant 4 in the group" so I had to go back to thevideo. Ah, of course the original question was about 3/4 so ultimatelyRiba was trying to understand 3/4 but in the process the teacher andSean uncovered that her struggle was really with the conception of what the 4 means in x/4. I, therefore would ask, was this a good move tosupport Riba's development of the meaning of the 4 (albeit on route to making sense of 3/4). To which I think the answer is - yes. Whatsurprised me was that Riba was the one who immediately took us back to the 3/4 -- I'm dying to know what happened with and for Riba afterthe voting issue was handled !
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