Teach, Do, Practise, Behave: Fractions by La Salle Education

Teach, Do, Practise, Behave: Fractions

In this course we will look how we can phase the learning of different topics using the teach, do, practise, behave model. 

In particular we will look at a snap shot of how we could teach a learning episode, including some useful tasks and models to use to offer opportunities to connect idea and build true conceptual understanding. This course builds on previous courses using Cuisenaire Rods and bar modelling.

What's included?

Video Icon 7 videos File Icon 15 files Text Icon 2 text files


What are Fractions?
What are fractions?
18 mins
Early Predictors of High School Achievement (Siegler et al., 2012)
682 KB
Revisiting a Theoretical Model on Fractions (Charalambous et al., 2005)
120 KB
The Rational Number Sub-Constructs as a Foundation for Problem Solving (Doyle et al., 2015)
799 KB
Fractions (Askew, 2011)
Mindful Learning (Langer, 2000)
165 KB
Fractions in other representations
13 mins
Equivalence and Comparison
15 mins
Teach, Do, Practise, Behave
Phasing Learning
11 mins
Representational Fluency in Middle School: A Classroom Study (Nathan et al., 2002)
269 KB
The Real Story Behind Story Problems: Effects of Representations on Quantitative Reasoning (Koedinger et al., 2004)
721 KB
Bridging Instruction
Teaching and Doing
19 mins
Learning from Examples: Instructional Principles from the Worked Examples Research (Atkinson et al., 2000)
2.1 MB
Mistakes on display: Incorrect examples refine equation solving and algebraic feature knowledge (Barbieri & Booth, 2020)
2.14 MB
Examples and Tutored Problems: How can Self-Explanation Make a Difference to Learning? (Najar & Mitrovic, 2011)
218 KB
What is Practising?
12 mins
Mathematical Fluency: the Nature of Practice and the Role of Subordination (Hewitt, 1996)
468 KB
What does 'behaving' look like?
7 mins
Developing mathematical fluency: comparing exercises and rich tasks (Foster, 2017)
1.31 MB
Assessing Mathematical Proficiency: What is important? (Burkhart, 2007)
491 KB
Low attainers exhibiting higher-order mathematical thinking (Watson, 2001)
87.8 KB
What makes a Rich Task? (Griffin, 2009)
368 KB
A Learning Episode...

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