The paper compares the treatment of fractions in a
typical undergraduate college curriculum and in abstract algebra
textbooks. It stresses that the main difference is that the
undergraduate curriculum treats equivalent fractions as equal, and
this treatment eventually leads to paradoxes and impairs the students-
ability to perceive ratios, proportions, radicals and rational exponents
adequately. The paper suggests a simplified version of rigorous
theory of fractions suitable for regular college curriculum.
[1] I. Arnon, P. Nesher, and R. Nirenburg. " What can be learnt about
fractions only with computers." In: O. Zaslavsky 23rd Conference of
the International Group for the Psychology of Mathematics Education
(PME-23, 1999). 2, 33-40.
[2] W. Baker, "The Complexities of Complex numbers." Working paper.
Mathematics Journal, Spring 2006, 1-2. Hostos Community College,
Bronx, NY.
[3] P. Bland, The Basics of Abstract Algebra. NY: W.H. Freeman, 2002.
[4] S. Gordon, S. " What-s Wrong with College Algebra." Primus, 2008,
18(6), 516 - 541.
[5] R. Philipp, B. Schappelle. "Algebra as Generalized Arithmetic: Starting
with the Known for a Change. Preview." Mathematics Teacher, 1999,
92(4), 310 - 316.
[6] E. Sheinerman. Mathematics. A Discrete Introduction. 2nd Ed. CA:
Thomson Brooks/Cole, 2006.
[7] T. Shifrin. Abstract Algebra: A Geometric Approach. NJ: Prentice Hall,
1996.
[8] L. Streefland, Fractions in Realistic Mathematics Education: A
Paradigm of Developmental Research. MA: Kluwer. 1991
[9] H. Wu. "The Mis-Education of Mathematics Teachers." Notices of the
American Mathematical Society, 2011, 58(2), 372 - 384.
[1] I. Arnon, P. Nesher, and R. Nirenburg. " What can be learnt about
fractions only with computers." In: O. Zaslavsky 23rd Conference of
the International Group for the Psychology of Mathematics Education
(PME-23, 1999). 2, 33-40.
[2] W. Baker, "The Complexities of Complex numbers." Working paper.
Mathematics Journal, Spring 2006, 1-2. Hostos Community College,
Bronx, NY.
[3] P. Bland, The Basics of Abstract Algebra. NY: W.H. Freeman, 2002.
[4] S. Gordon, S. " What-s Wrong with College Algebra." Primus, 2008,
18(6), 516 - 541.
[5] R. Philipp, B. Schappelle. "Algebra as Generalized Arithmetic: Starting
with the Known for a Change. Preview." Mathematics Teacher, 1999,
92(4), 310 - 316.
[6] E. Sheinerman. Mathematics. A Discrete Introduction. 2nd Ed. CA:
Thomson Brooks/Cole, 2006.
[7] T. Shifrin. Abstract Algebra: A Geometric Approach. NJ: Prentice Hall,
1996.
[8] L. Streefland, Fractions in Realistic Mathematics Education: A
Paradigm of Developmental Research. MA: Kluwer. 1991
[9] H. Wu. "The Mis-Education of Mathematics Teachers." Notices of the
American Mathematical Society, 2011, 58(2), 372 - 384.
@article{"International Journal of Engineering, Mathematical and Physical Sciences:53100", author = "Alexander Y. Vaninsky", title = "Theory of Fractions in College Algebra Course", abstract = "The paper compares the treatment of fractions in a
typical undergraduate college curriculum and in abstract algebra
textbooks. It stresses that the main difference is that the
undergraduate curriculum treats equivalent fractions as equal, and
this treatment eventually leads to paradoxes and impairs the students-
ability to perceive ratios, proportions, radicals and rational exponents
adequately. The paper suggests a simplified version of rigorous
theory of fractions suitable for regular college curriculum.", keywords = "Fractions, mathematics curriculum, mathematics
education, teacher preparation", volume = "5", number = "5", pages = "740-9", }