The Mathematical Education (한국수학교육학회지시리즈A:수학교육)

Korean Society of Mathematical Education (한국수학교육학회)
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A Critical Review on the Use of Cuisenaire Rods in Learning of Fraction

초등학교 분수 학습에서 퀴즈네어 막대 활용에 대한 비판적 고찰

  • Received : 2017.04.20
  • Accepted : 2017.05.24
  • Published : 2017.05.31
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Abstract

This study focuses on cuisenaire rods that can be used when teaching fractions to elementary school students. First of all, this study critically examines the use of cuisenaire rods in learning of fraction proposed by various researches. Then, based on this review, this study explores in detail the use of cuisenaire rods in teachers' manuals developed from the revised curriculum by 2009 and in lessons related to fraction. The results of this study show that there are subtle differences in how to use cuisenaire rods in learning fractions and these subtle differences have a significant impact on students' understanding of the fractions. Therefore, the teachers should be able to accurately grasp the differences and utilize appropriate methods for teaching purpose. The followings are some of the implications for teachers or textbook developers when using cuisenaire rods in fraction learning: First, we should use cuisenaire rods in ways that can fully exploit the interpretations of the fraction as a part-whole and the fraction as a ratio. Second, we should focus on quantitative reasoning with unit to determine what each cuisenaire rod refers to. Third, it is necessary to take a more careful and sensitive approach to the use of cuisenaire rods. Teachers and textbook developers should constantly explore ways to make good use of mathematical manipulatives to help students understand conceptually in fractional learning. Furthermore, when teaching various mathematical topics using different manipulatives, I expect that there will be sufficient discussions and specific studies on how to use each of these manipulatives.

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References

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