Fractionally More Dumb, Part 2
College & University | 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.”
Question of the Week
Tell us your story about a customer who couldn't understand the most simple concept.
