# Farahshameer

Exploring fractions and misconceptions. Numeracy: N2/E3.1, Functional Maths - number, N2/L1.1, N2/E3.2, N2/L1.3, N2/L2.2, N2/L2.1 Pre-entry: Numeracy Level: E3, L1, L2 Resource type: Interactive presentation, Sort or match cards This is a PowerPoint presentation to use when teaching or revising the basic concepts of fractions and exploring common misconceptions held by students.

This presentation also explores the link between fractions, decimals and percentages and the sharing of fraction amounts. Fractions - National Centre for Excellence in the Teaching of ... Challenging Common Misconceptions of Fractions through GeoGebra. Purchase or Subscription required for access Purchase individual articles and papers Receive full-text access to individual articles for \$9.95 USD each.

I am once again working with a group of math bloggers to join forces in ‘squashing’ some math misconceptions.

For the inaugural blog hop we tackled the big idea of Place Value. This time around we are taking on FRACTIONS. Read through my thoughts and then at the bottom is a link to another blogger and their thoughts on a fraction misconception. Then keep following the links until you read all 16 of the posts or until you get tired of learning about fractions. RP782007. Paper0262.

Article - Misconception: Adding Fractions. Consider the following that I took from a student’s book.

Is this something you have seen before? What do you think the student’s reasoning is? What’s the Problem? I have lost count of the number of times I have been marking an exam paper or a piece of homework and seen an answer like the one above. It does not seem to matter if the student in question is a fresh faced Year 7, or a weary old Year 11 who has been taught the topic annually for several years, when students are faced with two fractions to add together they confidently, without a second thought, simply add the tops and the bottoms.

What’s the Solution? This is a difficult one. I think the only hope is to show them that their answer simply cannot be right. Now this method does not teach students how to add together two fractions, but it does show them how not to do it. Craig Barton is an AST from Thornleigh Salesian College, Bolton. Resources to help. Fly on the Math Teacher’s Wall: Fraction Misconceptions Blog Hop. Thank you for joining me today as part of the Fly on the Math Teacher’s Wall Blog Hop.

If you have been going through the hop you probably arrived here from my buddy at Lessons with Coffee. If you are just starting the hop that is fine because we all link in a circle and you will get to hit all of the posts! The link to the next blog will be at the end of this post for your convenience. Fraction operation misconception starter by JSimp19 - UK Teaching Resources. Heart failure with preserved ejection fraction: fighting misconceptions for a new approach.

Heart failure with preserved ejection fraction: fighting misconceptions for a new approach Ricardo Fontes-CarvalhoI,II; Adelino Leite-MoreiraI,III IServiço de Fisiologia da Faculdade de Medicina do Porto IIServiço de Cardiologia do Centro Hospitalar de Vila Nova de Gaia IIICentro de Cirurgia Torácica do Hospital de São João, Porto - Portugal Mailing address Over the last decades, heart failure with preserved ejection fraction (HFpEF) has received less attention by the medical and scientific communities, which led to the emergence of a number of misconceptions concerning its characteristics, diagnostic and therapeutic approach.

In recent years, new studies have changed the concepts traditionally associated with HFpEF, contributing to a new view towards this disease. Fractional thinking concept map. The concept of a fraction as a part-whole relationship is where one or more equal parts of a whole are compared with the total number of these parts that it takes to make up the whole.

To understand fractions as part-whole relationships, students need to recognise the relationship between the bottom number (total number of equal-sized parts that make up the whole) and the top number (number of these parts of interest). Understanding part-whole fractions can also involve: sets of countable objects (discrete), shaded regions (continuous), and quantities (either continuous or discrete). Most students' first introduction to fractions in the classroom as a part-whole comparison is with unit fractions, e.g., half, quarter, third (1/2, 1/4, and 1/3).