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What are your biggest takeaways and continuing wonders from this semester?

How would you summarize this course to others?

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•What is really happening when we divide fractions?

What do kids think is happening?

What kinds of models are useful when exploring fraction division?

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What is really happening when we multiply fractions?

What do kids think is happening?

What kinds of models are useful when exploring fraction multiplication?

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How does computational fluency develop with fractions?

What are key components to fraction fluency?

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•How do kids think about the relationship between fractions and decimals?

•What kinds of representations support student understanding of fraction and decimal equivalence?

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What misconceptions do children have about the size of fractions? What kinds of classroom experiences can support children's understanding of the relative size of fractions?

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Based on your readings, how can students develop a strong understanding of the structure and use of a number line for different classifications of numbers?

How do you see teachers and students using number lines in your school/district context?

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• How do problem contexts and models help students make sense of fractions? How can teachers use contexts and models to support the development of conceptual understanding?

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•How can we engage young children in fractional understanding with equal sharing problems?

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•How does strong number sense with whole numbers support students’ understanding of rational numbers?

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What is math identity?

What factors shape a student's math identity?

How can math identity evolve over time?