Today, I’m tackling a question that I think many of us have asked ourselves at one point or another: why teach fractions?
To explore this question, I’ll be diving into John Mighton’s book, The Myth of Ability, and sharing some insights from his groundbreaking work.
John Mighton is a mathematician and educator who created a teaching method called JUMP Math. He’s achieved incredible results helping students, even those who have fallen behind, succeed in math. One area he emphasizes is fractions, which he argues are an ideal starting point for students who have struggled with math in the past.
What’s interesting is that Mighton doesn’t believe in the idea of an achievement gap based on innate ability. Instead, he argues that every student can succeed in math with the right approach.
The book opens with a really inspiring story about an eighth-grader he tutored. This student was struggling with math, but later in life went on to earn a doctorate in the subject. It’s a powerful example that sets the stage for Mighton’s argument: everyone has untapped potential.
Mighton’s JUMP Math method demonstrates this beautifully. He taught a class fractions using his method, and in just five weeks, every student—including those labeled as slow learners—mastered the concept. Five weeks!
So, what makes the JUMP Math method so effective? It boils down to three key elements: clarity, encouragement, and pacing. Mighton emphasizes clear instructions, positive reinforcement, and adapting to different learning speeds. He believes that most student struggles come from confusion, not a lack of ability.
When it comes to fractions, Mighton’s approach is particularly unique. He breaks complex operations into smaller, more manageable steps. For example, he might use visual aids, like cutting an apple into equal pieces, to represent fractions before introducing abstract symbols. This makes the concept concrete and accessible.
He even encourages students to use their fingers for multiplication, which might seem counterintuitive at first. But for kinesthetic learners, this can make abstract ideas tangible and easier to grasp.
Another tool he uses is what he calls graduated worksheets. These worksheets gradually increase in difficulty, allowing students to build their skills step by step without feeling overwhelmed. This approach helps cater to different learning paces, ensuring that everyone is challenged but not discouraged.
What’s key in Mighton’s approach is building confidence. When students see they can grasp a concept that once seemed difficult, they’re more likely to take on new challenges. It’s a process that fosters a growth mindset.
And this ties back to why fractions are such a great starting point. Fractions teach concepts like parts of a whole, relationships between numbers, and how to manipulate those relationships. These are foundational skills that go beyond math, helping students develop critical thinking and problem-solving abilities.
Mighton has found that when students master fractions, they also improve in areas like memory, concentration, and conceptual understanding. So, it’s not just about learning fractions for the sake of math—it’s about building essential skills that benefit all areas of education.
Ultimately, Mighton’s work challenges us to rethink our assumptions about ability and explore new ways of teaching that empower all students.
So, as we wrap up this deep dive into the power of teaching fractions, I hope it’s clear that they’re much more than a mathematical concept. Fractions are a gateway to developing confidence, critical thinking, and problem-solving skills.
Here’s a final thought to leave you with: If we can unlock this kind of potential in students through something like fractions, how can we apply these principles to other subjects? How can we inspire the same level of confidence and excitement for learning across the board?
It all starts with believing in students’ potential—even when they don’t see it themselves. That belief is contagious, and when students feel their teachers believe in them, it can make all the difference.