Summary of the article essay
Teaching math in the middle school is apparently quite challenging and the method suggested by the authors, Natalia Vinogradova and Larry Blaine, is quite efficient and noteworthy because it allows combining practical and concrete contexts. In fact, the article “Sweet Work with Fractions” by Vinogradova and Blaine focuses on the analysis of the original approach offered and tested by the researchers to prove its efficiency compared to conventional methods. The authors suggest using the game in the course of the lesson, which helps students to learn fractions. The authors suggest using a game to facilitate the perception of the learning material by students. Moreover, students learn fractions through the game. For instance, sharing the chocolate bars in the course of the game, students learn that 2/5 is less than 3/7.
The authors recognize the fact that educators often confront difficulties with the identification of key issues that arise in the context of teaching middle school students mathematics. The main problem arises because students face considerable difficulties with the understanding of the learning material. However, the authors stand on the ground that the main problem was the inability of educators and the contemporary education system to help students to develop close correlation between their real life and learning material.
In such a situation, learning math skills should involve the close correlation between the real life and the learning material. This is why the authors recommend using chocolate bars to teach students calculating. The authors stand on the ground that the use of chocolate bars can increase the interest of students to learning and to provide them with the possibility to develop their skills and understand the learning material properly due to the effective correlation between the real life and learning material.
My reaction, critique and opinion of the article
In my opinion the approach to teaching fractions suggested by the authors in the article “Sweet Work with Fractions” is very efficient. At this point, it is worth mentioning the fact that game is a natural activity for children through which they can learn effectively. Vinogradova and Blaine suggest using game to help students to learn fractions dividing and sharing chocolate within the classroom in the course of the game. In such a way, students perceive their activity as a game but, in the course of the game, they need to apply their skills of using fractions to calculate and divide all the chocolate bars correctly. As a result, I believe students will be highly interested in the game and they will not be bored with learning fractions routinely as they usually do in the classroom. In such a way, Vinogradova and Blaine suggest an interesting method that can be used to teach students fractions effectively.
Thus, the article “Sweet Work with Fractions” by Vinogradova and Blaine helps to understand the current challenges math teachers may face in the middle school, while teach students math. However, the authors suggest original solution, which is efficient but needs further improvements to attract students and manage the teach process tightly. The use of the game in the classroom increases the interest of students and motivates them to learn.
