Heck, it took me years to begin to present mathematics in ways that prioritised understanding as much as I had been prioritising procedures. Note that I’m not criticising teachers here. I also suspect many educators underestimate the effect this lack of mathematical understanding has on students in mathematics lessons - leading to anxiety and other mental health issues. However, I'll wager 72% of my home-grown oyster mushrooms that many more students lack a basic conceptual understanding of FDPs (and most mathematics they have studied) than we think. Of course, not all students struggle with FDPs. If you thought Video Part One was scary, check out Part Two!Īgain, you are a student who doesn't understand the underlying concepts. Now, maintaining this lack of understanding, watch the first video and comprehend how many 'things' you do not understand.
#EXPLAIN FRACTION PERCENTAGES HOW TO#
You don’t know how to calculate 150% of $12, nor 2/3 of $15.2 and 2/3 is the same as 8/3 … but you have no idea why.Apparently, 0.2 is the same as 1/5 … but you don’t understand that either.
Apparently, 75% is the same as 3/4 … but you don’t know why.You have been taught them, but you have not learned them, because you simply 'don't get it'! Imagine you are a student who lacks an understanding of the basic aspects of FDPs. To step in the shoes of a student who lacks a basic understanding of FDPs, do this … If you suspend your understanding of FDPs and stand in the shoes of a student who does not understand the related concepts, you should find the number of 'things to remember' staggering. The two (very short) video clips highlight the vast number of rules students must recall by rote when they don't understand the underlying concepts. The crashing and burning tend to occur when students encounter fractions-decimals-percentages in a highly procedural, didactic context - ‘I-demonstrate-you-replicate’. Yet, most FDP work is easy. Students struggle with FDPs because they don’t understand the concepts that underpin the dozens of routines involved with them. Too many students struggle with basic fractions-decimals-percentages work (FDPs). For decades, I have held the view that fractions-decimals-percentages is one of the main topics that causes many students between the ages of 9 to 13 years to ‘crash and burn’.
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