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Using precise, intentional language such as partitioning, reinforce meaning by using "ths" forms, etc. is key to the success of students' fractional number sense.
(Jen Watson)

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I never thought about the term "reduced" suggests changing sizes, but it makes total sense! When a recipe says to reduce, you wait for the sauce to get smaller in volume in order for it to thicken up.
(Jen Watson)

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Why do some publications refuse to get rid of the term 'reduce' from their fractional operation instructions?
(Jen Watson)

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Using "ths," partitioning instead of dividing, precise language,  and stating fractions greater than one affirms prior knowledge.

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I always thought reduce and simply meant the same thing when working with fractions. After reading the article, I understand how "reduce" can leave students with a misunderstanding. For example, 5/10 is "reduced" to 1/2 but in actuality, the size of the part is bigger. All of this surprises me! I truly understand why vocabulary is important.

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I would like to know more about the approaches to addressing the misconceptions.

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saying 2/3 as 2 thirds so the student still sees the fraction as a number

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I would like to have a better understanding of why we were always made to reduce to the lowest if it does not really matter

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Using the term PARTITION instead of divide and stop using the term IMPROPER

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The use of 'ths' to describe a fraction. This is incredibly important especially in 5th grade when we start working with decimals too.

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The idea of using the word partitioning instead of parts of a whole.

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I think more needs to be addressed with using the term simplifying because many times that is used as simplify in lowest terms.  This once again might imply smaller similar to the word reducing. So I wish I knew what to say so my students aren't confused in their future math classes.

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Using precise language like "partitioning" to reinforce the relationship that fractions are part of a whole

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Not really surprising but I never thought of how using __ over ___ could cause confusion when using fractions to represent decimals.

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Other than its use to identify equivalent fractions why is there still an emphasis on reducing? Why on some assessments do students need to select the reduced fraction if it shouldn't be marked wrong?

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The understanding that just because a fraction is not simplified doesn't mean it is wrong.

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I never thought about using the term partitioning versus dividing. However, it makes sense when you relate it to parts.

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I wish I knew more about using this kind of language in other areas of mathematics as well. I didn't realize how important that kind of language can be.

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I would like to know why the word reduced was ever used to begin with. If it is not correct then it should have never been used. Especially if many of generations have grown up using that term for fractions.

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That the word partition has the root word "part" and that should tell students that a fraction is being broken into parts.

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That saying 1 over 4 times 2 is wrong and has no connection to multiplication.

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calling them fractions rather than improper fractions

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calling them fractions rather than improper fractions

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saying ths- I tell my students all the time it is a 3 its a third. 

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saying ths- I tell my students all the time it is a 3 its a third. 

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Prior Knowledge- using several models to represent fractions in different ways and using "ths" when referring to a fraction

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Using "partitioning" to refer to the part-whole. I didn't realize that this wording could help students comprehend fractions.

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Wish I know more about- Aminta Liescheidt

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Wish I know more about- Aminta Liescheidt

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I wish I knew about more precise language in different areas of math.

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Using the term partition rather than divide. In the last two years that I've taught third grade always sure to use this vocabulary term.

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Using the term partition rather than divide. In the last two years that I've taught third grade always sure to use this vocabulary term.

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I was surprised at how we as teachers can actually create misconceptions and cause our students to not have a solid understanding of fractions just by our word choice. We have to plan and be intentional about the vocabulary we use especially when teaching about fractions. 

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I was surprised at how we as teachers can actually create misconceptions and cause our students to not have a solid understanding of fractions just by our word choice. We have to plan and be intentional about the vocabulary we use especially when teaching about fractions. 

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I want to know more about what precise language I should be using prior to teaching the unit on fractions and have a map of where to begin considering what I want students to know and be able to do by the end of the unit. 

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I want to know more about what precise language I should be using prior to teaching the unit on fractions and have a map of where to begin considering what I want students to know and be able to do by the end of the unit. 

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Intentional, precise language - enables students to gain and retain a greater understanding and retention of what they are learning - it is vital to success with fractional number sense.

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Employing the word this instead of over when identifying and talking about fractions. This enables students to understand that the fraction represents a single value versus the value of both digits represented.

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The article writer is a middle school teacher - I am curious as to her success using the applications she has written about with elementary aged students.

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The importance of using precise language to help build that relationship that fractions are parts of a whole.

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The importance of using precise language to help build that relationship that fractions are parts of a whole.

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How the term reduce actually means changing the size.

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How the term reduce actually means changing the size.

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I would love to know more about addressing the misconceptions that students have about fractions.

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I would love to know more about addressing the misconceptions that students have about fractions.

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using precise language is something that was affirmed for me because the language used help with understand the concept being taught

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THS form and not using over because trying to retrain how you were taught fractions is a challenge at time especially when most of the terms learned for me and now being called or renamed different things.

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Call them fractions and NOT IMPROPER FRACTIONS... uhmm most of what I know about fraction is now a "new word or term" so I guess the new lingo is mixed number!