Reflection on Presentation and Representing: From Fractions to Rational Numbers by Lamon - Article Example

 It is a dream every to produce top in reasoning, computation, and other areas involving cognitive skills. Given that the study of rational numbers has been highly associated with a large percentage of excellence in cognitive abilities, building a good mathematical foundation is imperative in creating outstanding students in terms of reasoning and computations. For this reason, mathematical models are represented to students to create skills that would enable them to transfer the skills gained in the creation of good perceptions termed as representation.For this concept to be employed in a mathematical environment and especially in understanding rational numbers, the best sub-constructs must be identified and used to teach rational numbers effectively.

Therefore teaching rational fractions in a foundational stage need to lay emphasis on the dimensions of such distinctions. In order to achieve this, a comprehensive conceptual framework must, first of all, be created in regard to sets that make a whole. By so doing, the creation of a number line in one dimension should be stated and part of the whole area also be shown. These two stages should involve the use of symbolic and pictorial assistance should all use either procedures or declarations in order to make the distinctions clear. This is essential in creating the required arithmetic representation through the presentation.