Abstract
From a curricular stand point, the traditional invert and multiply algorithm for division of fractions provides few affordances for linking to a rich understanding of fractions. On the other hand, an alternative algorithm, called common denominator algorithm, has many such affordances. The current study serves as an argument for shifting curriculum for fraction division from use of invert and multiply algorithm as a basis to the use of common denominator algorithm as a basis. This was accomplished with the analysis of learning of two prospective elementary teachers being an illustration of how to realize those conceptual affordances. In doing so, the article proposes an instructional sequence and details it by referring to both the (mathematical and pedagogical) advantages and the disadvantages. As a result, this algorithm has a conceptual basis depending on basic operations of partitioning, unitizing, and counting, which make it accessible to learners. Also, when participants are encouraged to construct this algorithm based on their work with diagrams, common denominator algorithm formalizes the work that they do with diagrams.
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References
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