The History of Fractions and Teaching Insights

Xinyang Sun; Qingtao Zeng

doi:10.54097/jeer.v3i1.8199

Authors

Xinyang Sun
Qingtao Zeng

DOI:

https://doi.org/10.54097/jeer.v3i1.8199

Keywords:

History of Fractions, Teaching Fractions

Abstract

The history of mathematics, as the history of mathematical development, is a guide for teaching and has significant implications for contemporary teaching. If teachers can use the resources of the history of mathematical discourse wisely in teaching, they can enable students to experience the wisdom of their predecessors and the charm of mathematical culture in the process of learning new knowledge. As early as around 3000 B.C., human beings began to understand fractions. Since then, the representation of fractions, the application of fractions, and the perspective of understanding fractions have been constantly improved, which have profound implications for the teaching of fractions.

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