Fractionally More Dumb, Part 2

| Learning | July 31, 2015

(We are students working on a Master’s degree in early childhood education. This is a math class, and the professor is going over different strategies we can use for teaching fractions.)

Professor: “So when you finish using an area model, you see that you’ve colored in 3/6 of the parts.”

Student: “But that method is saying 3/6 is equal to 1/2.”

Professor: “Yes… because it is.”

Student: “No, 3/6 is 3/6. Not 1/2.”

Professor: “[Student], in 1/2, the one is half of two. 3/6 is equivalent because three is half of six.

Student: “BUT THAT DOESN’T MAKE ANY SENSE.”

 

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