# Category Archives: Difficulties Learning Fractions

## Fractions as mishmash

Fractions are taught as a mishmash of disparate ideas. These freely mix all types of concepts and applications of fractions a though they are on an equal logical plane. Fraction democracy is where every idea associated with fractions is taught … Continue reading

## Fractions as Operators Algorithm Approach

To teach fractions as operators, an algorithm approach can be used. If the denominator of the fraction is 2, we have to make sure the test number is even.  So 1/2 of 4 is 2. Dividing by 2 and factoring … Continue reading

## Fraction confusion from mishmash of methods and applications

Fraction confusion comes from a mishmash of methods and applications.  Methods of representing or calculating with fractions and applications to length or area are conflated together in k-12 without having distinct names or references.  The result is that it is … Continue reading

## Fractions same or equal?

Is the fraction 2/4 equal to or the same as 1/2? 2/4 and 1/2 are Equal but not the same. Equal and the same. 2/4 and 1/2 are Equal and different Equal and different. Equal and not different. 2/4 and … Continue reading

## How to teach fractions

We should teach fractions by letting the whole truth hang out.  We teach that fractions were developed before Euclid to deal with practical problems.   These are similar to what is taught in school. Then Euclid tried to come up with … Continue reading

## Difficulty learning fractions is because

Difficulty learning fractions is because: Fractions today are taught at times in ways similar to the concept in Euclid of a proportion.  This approach’s logic is hard to follow as we try to place more of the requirements of number … Continue reading

## The dead hand of Euclid on teaching fractions

The history of the Euclid concept of proportions as taught in Euclid’s Elements is sketched below.  This is based on sources cited in the previous post and additional references below. Late ancient world they couldn’t follow Euclid on proportions so … Continue reading