Fractions for All: Instructional Task Sequences in a “Teaching Without Telling” Approach Melike Kara Atas Towson University Abstract This article introduces instructional task sequences aimed at enhancing conceptual understanding of fractions through a "teaching without telling" approach. It emphasizes mental activities such as partitioning and iterating within a measurement context, focusing on the fraction-as-a-measure meaning. Utilizing Cuisenaire Rods and virtual manipulatives from the Mathsbot platform, the task sequences progress from physical to symbolic representations. These sequences aim to build foundational knowledge and support students in developing their own understanding of fraction concepts.
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