International Science Index


3988

Theory of Fractions in College Algebra Course

Abstract:The paper compares the treatment of fractions in a typical undergraduate college curriculum and in abstract algebra textbooks. It stresses that the main difference is that the undergraduate curriculum treats equivalent fractions as equal, and this treatment eventually leads to paradoxes and impairs the students- ability to perceive ratios, proportions, radicals and rational exponents adequately. The paper suggests a simplified version of rigorous theory of fractions suitable for regular college curriculum.
References:
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[2] W. Baker, "The Complexities of Complex numbers." Working paper. Mathematics Journal, Spring 2006, 1-2. Hostos Community College, Bronx, NY.
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