Synthesis Module B: Rational Number I

Rational numbers are characterized between forms and modes. According to Beyranevand
(2014) forms are fractions, decimals, percentages, ratios and rates, whereas modes are the
representations through pictures, diagrams, tiles, number lines and symbols. I recognise
having mathematical understanding of the connections between the different modes of
representation will be beneficial in my approach to teaching of this content. I previously
misunderstood the relationship between rates and ratios. Through analysis I have come to
understand that rates are a type of ratio, representing a comparison of different types of
measures. Consequently, I am able to comprehend that a ratio can be written as a fraction
when it is part to whole. For example, 10:20 10/20.
A fraction represents a part of a whole. It is important that this understanding remains
significant and that fractions are not completely recognised as a numerical number with the
numerator over the denominator. (Gould, 2013). Chapin and Johnson (2006) expand further
stating that fractions can be interpreted in five different ways, being: as part of wholes or
parts of sets, as the result of dividing two numbers, as the ratio of two quantities, as operators
and as measures. To be an effective teacher I will ensure that the mathematical meaning of
fractions is not misunderstood where students can interpret and explore fractions in correct
ways.

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According to Gould (2013) there are three models that illustrate a
fraction being part of a whole. Firstly, the area model is the most
commonly used however, it does provide limitations when
comparing two quantities. Area models rely upon comparing units
of area. Through investigation I have found that it is important to
Figure 1. Pre-partitioned
recognise that using pre-partitioned shapes in models removes the shapes (Gould, 2013).

necessity to engage with area, as you can just count the number of
parts (Gould, 2013). Figure 1 illustrates the errors made simply by
counting the parts and not recognising the differences of area. I
believe in early learning stages of fractions it is not ideal in
employing students to explore fractions in this manner as it
misleads them to think that fractions simply involve counting. My
understanding and knowledge I aim to instil into my mathematical
teaching involves using area models appropriately, whereby it
requires knowing what areas is, being able to identify the area
Figure 2. Fraction models
(linear, area, discrete) of the part, identify the area of the whole and compare the two
(Gould, 2013).
areas by direct or indirect measurement (Gould, 2013).
Secondly, I found through investigation in WCT, linear models are easier to work with and
as a result this will influence my future teaching of this content. Linear models (figure 2)
are already divided up into equal parts, hence there can be no confusion between
comparing fractions. This model links and can help relate to number lines and working with
linear arrangements of quantity (Gould, 2013). In order to interpret a linear model it relies
upon comparing units of length. Thirdly, fractions represented in discrete models (figure 2)
rely upon comparing abstract units of other units. In WCT and PCT activities I have
investigated fractions using paper slips where this introduced the mathematical concepts of
partitioning and iterating.

Partitioning and iterating pictures assist in comparing fractions as the fractional amounts
are based on equal sized amounts relative to the whole. The term partitioning refers to
creating smaller equal-sized amounts from a larger amount (Siebert & Gaskin, 2006). For
example 1/5 is the amount we get by breaking a whole by dividing it into five equal parts and
selecting one of those parts. In contrast, iterating is identified as making copies of a
smaller amounts and combining them to create a larger amount (Siebert & Gaskin,
2006). For example, 1/5 is the part that is copied five times, put together to make a whole, see

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figure 3. In creating, investigating and comparing fractions using partitioning paper strips
and rectangular regions in the WCT, I am able to justify that these methods are successful.
This is because there is a link made between the images, the parts and the meaning of the unit
fraction. Creating the paper slips and partitioning into equal sized parts for different
fractions is an influential tool used to demonstrate how fractions are formed. My
mathematical understanding was enhanced as I was able to make meaning with the fraction
slips. Also, I recognized the required
mathematical development of
understanding fractions, involves
progression from the idea of partition
Figure 3. Partitioning (left),
fractions, where fractions are a part of things, towards iteration (right)

quantity fractions (fractions as numbers). I believe understanding this advancement will be

significant to my teaching of this content and how I will explore it with students.
Lastly, number lines aid to recognise fractions representing the distance from zero. Number
lines, like linear models are divided up into equal parts. Wong (2013) expresses word
order is imperative and changes in word order can result in different mathematical structures.
For example, where would half on a number line be is different to half of. A mathematical
issue often presented with fractions and number lines is that a fraction is thought of as two
whole numbers in order to locate the fraction quantity within an interval. I have come to learn
that zero is an important number and should not be
disregarded of its significance on a fraction number
line. I will be sure to demonstrate in my teaching
that a fraction is not the Figure 4. 2/3 is placed two-thirds of the
way between 2 and 3 values on the
expression of two whole number line (Wong, 2013).
numbers and these
numbers should not create an interval to place the
fraction on a number line, refer to figure 4.
Furthermore, my teaching of fraction number
lines will importantly underpin proportionality, scale, and location of zero as well as ensuring
that appropriate language is used to describe structure.

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References
Beyranevand, M. (2014). The different representations of rational numbers.
Mathematics Teaching in the Middle School, 19(6), 382-385.

Gould, P. (2013). Australias next top fraction model. Australian Primary Mathematics
Classroom,18(3), 5-12.

Siebert, D., & Gaskin, N. (2006). Creating, naming, and justifying fractions. Teaching
Children Mathematics, 12(8), 394-400.

Wong, M. (2013). Locating fractions on a number line. Australian Primary

Mathematics Classroom, 18(3), 22-26.

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