There are only two, possibly three fractions in common use. They are
quarter and half, and less seen is three-quarters. We see them in the form
of "half a loaf of bread" or "it's a quarter past three".
Other fractions are only seen by those who work in the remnant imperial
industries, in this case, fractions down to the eights is common but more
rare is sixteenths and smaller. No other fractions are encountered with any
degree of worth.
In all these examples very rarely encountered beyond simple measurements and
very little if any real calculations are encountered using them. Yet, in
the US, at least when I went to school, fractions were taught in math class
over a couple of grade levels. Yet, for all of the effort very few people
in adult life can work with fractions other then to use quarters and halves
in casual speech.
Fractional math is very useful when solving algebraic equations, Yet,
despite the extensive teaching of fractions in the early years of schooling,
algebra is one of the most hated and difficult subjects for High School
students. One would think that with the amount of fractions drilled into a
child's head, they would love algebra and be good at it. Yet the exact
opposite is what is observed.
If some sort of fractional math needs to be taught in the lower grades, it
should just be the extreme basics. Anything more complex or time consuming
can be taught as part of a pre-algebra course, either in High School or
College. It would be integrated with the teaching of algebraic concepts and
not a separate item from it.
Dan
----- Original Message -----
From: "Stephen Davis" <[EMAIL PROTECTED]>
To: "U.S. Metric Association" <[email protected]>
Sent: Friday, 2005-10-14 14:04
Subject: [USMA:34859] Re: fractions
I agree with your comments, David, that fractions are necessary to maths,
especially algebra, and should continue to be taught at schools.
However, apart from simple fractions like halves and quarters, I believe
fractions (not decimal) play very little part in everyday life.
Percentages and decimals are used much, much more in everyday life instead
of fractions, particularly in the workplace where fractions are rightly
regarded as a right royal pain in the backside.
A couple of examples, 0.44 or 11/25? 2.72 or 2 18/25? In measurement
terms in particular, decimal has the upper hand.
By all means keep it in the classroom but all the evidence seems to point
out that, in everyday life, fractions are increasingly becoming obsolete.
I hope they continue to do so.
----- Original Message -----
From: "David King" <[EMAIL PROTECTED]>
To: "U.S. Metric Association" <[email protected]>
Sent: Friday, October 14, 2005 10:43 AM
Subject: [USMA:34852] Re: fractions
I have to agree with Stephen on this. Fractions of all kinds, vulgar,
common, decimal, whatever you call them, are still necessary and
important in the world of mathematics and in everyday life. They should
continue to be taught and I am glad that I was taught them at school. I
was taught metric and not imperial, but there was no reason to not teach
fractions, as they are an important concept in mathematics, and should
not be avoided. Fractions are not exclusively part of imperial, but are
part of mathematics, and should not be equated with imperial (or
metric), but are neutral of measurement systems. Just as are whole
numbers (integers).
David King
Buy UKMA's report "A Very British Mess" ISBN 0750310146
http://www.ukma.org.uk/Docs/pubs.htm
Avoid confusion with conversion, just learn to think metric!
http://www.thinkmetric.org.uk
Stephen Humphreys wrote:
> Not surprisingly I'll have to disagree.
> I cannot see a point in any time where the teaching of fractions
> becomes obsolete.
> Once again "metric" has been mixed with "decimal" and "fraction" when
> it should not be.
> For a country that has not metricated (US, and infact, the UK) it
> might be wise to use, as examples, fully metricated countries such as
> Germany to realise that fractions remain part of the curriculum,
> speach and everyday transactions.
>
>> From what I've heard on these forums and others I note that the vast
>
> majority of pro-mets can seperate and distiguish between the
> fraction/metrication argument.
>
>
>> Fr
>
>
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