What our Students May Not be Learning about Fractions when we Try to Teach Them Fractions

Abstract

This article revisits interventions posted on the SBEM discussion list advocating for the maintenance of fractions in the elementary education curriculum. Based on research results in the field of Mathematics Education, and data collected during the author’s experiences in the classroom, a perspective is presented that differs from the predominant one adopted by the majority of textbooks and mathematics teachers today. Key-words: Mathematics Education. Fractions. Curriculum. Proportional Thinking.