1. Describe one common misconception that students have regarding understanding fractions as numbers?What tools can aid in reversing this misconception?
2. What potential roadblocks can arise when utilizing number lines as a tool to understanding fractions as numbers?
3. What are some common misconceptions regarding computing with fractions?
4. How can visual representations be used to improve the understanding of computational procedures?
5. What strategies exist for strengthening the estimation skills of students and how effective are these strategies?
6. What potential roadblocks can arise when using representations and/or estimation to improve the understanding of fraction computation?
7. In what ways can students be taught to understand proportional reasoning and how will this improve their reasoning skills and their grasp of "cross multiplication"?
8. What potential roadblocks can arise when teaching the cross multiplication algorithm and how can these roadblocks be overcome?
