# Presentation And Representing: From Fractions To Rational Numbers by Lamon – Article Example

The paper "Presentation And Representing: From Fractions To Rational Numbers by Lamon" is an excellent example of an article review on mathematics.
It is a dream of every to produce top in reasoning, computation and other areas involving cognitive skills. Given that the study of rational numbers has been highly associated with a large percentage of excellence in cognitive abilities, building a good mathematical foundation is imperative in creating outstanding students in terms of reasoning and computations. For this reason, mathematical models are represented to students to create skills that would enable them to transfer the skills gained in creation of good perceptions termed as representation. For this concept to be employed in a mathematical environment and especially in understanding rational numbers, the best sub-constructs must be identified and used to teach rational numbers effectively.
As Lamon (2001) finds out through collaborative research with teachers in different grades, it is of great essence to build a distinguishing perspective such that students may be able to conceive a bigger idea of rational numbers or fractions. Since fractions are great numbers with approximately five interconnected and would-be obvious features between them, only through keen observation will individuals perceive those fractions from those five important dissimilarities? Therefore teaching rational fractions in a foundational stage need to lay emphasis on the dimensions of such distinctions.
In order to achieve this, a comprehensive conceptual framework must first of all be created in regard to sets that make a whole. By so doing, the creation of a number line in one dimension should be stated and part of the whole area also shown. These two stages should involve the use of symbolic and pictorial assistances should all use either procedures or declarations in order to make the distinctions clear. This is essential in creating the required arithmetic representation through the presentation.