부산대학교 도서관

In this article, the authors introduce and illustrate a new activity that involves "follow-up equations," which are equations that follow up on ideas children have already expressed when solving fraction story problems. Specifically, teachers pose story problems and purposely attend to fraction ideas that arise in children's strategies and explanations during problem solving. Teachers then generate one or more equations that capture some of these ideas and invite children to solve and discuss them. Herein, the authors first share an extended, video-based example involving Maddy, a third grader. Beginning with Maddy's initial problem solving, they highlight what the teacher noticed in Maddy's strategy and explanation. Next, they describe the follow-up equations posed, how each was inspired by something the teacher noticed, and the learning opportunities Maddy was afforded. They conclude with suggestions for getting started, including guiding principles and practice videos.