The relevance of this book to my work is due to the fact that it is a terrific blend of conceptual understanding of fractions and the challenges faced in classrooms by the teacher during transaction of this concept. It made me re-visit my experiences in the field of education. This book has dual insightsdata from cited research studies as well as from classroom work and is a valuable resource both for teachers as well as for teacher educators. Threads have been tied beautifully from start to finish of each chapter.

Joyeeta Banerjee

Aims of ‘connecting’ as a strategy

Fractions have long been earmarked as a danger zone for both students and teachers – while one needs to tread carefully here, the topic should not be shied away from or treated with so much caution that students tend to handle it with reservation. Misconceptions are a natural stage of conceptual development and should not be viewed as an undesirable occurrence. What is important is that the teacher is aware of them and addresses them to the extent possible.

Ankur Madan

Sandhya Gajjar and Sonal Baxi

Rajashree Srinivasan

Indira Vijayasimha

In a hard-to-reach corner of Southern Odisha’s Rayagada district lies the sleepy village of Kashipur. Aspects of the village are picture-perfect, with gently undulating hills and streams. The hillsides are covered with a chequered quilt of cultivated squares and the observer is struck by the many shades of green that exist in the landscape.

“If I summarise the core beliefs and pedagogic practices that we saw in these classrooms, the foremost would be the teachers’ belief that ‘every child can learn; the responsibility is ours.’ These teachers try to make the learning experience interesting for every child and respect the existing knowledge they bring to the classroom, using it to build new knowledge… These teachers help children connect concepts with the world around them…” (S Giridhar, 2019. p122)

Saurav Shome and Archana Dwivedi

Vinatha Viswanthan


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