# Tag Archives: gobbledegook

## Fractions as parts of a whole, again !

This was found on “talking math with your kids” as an example of the “strange” stuff that kids bring home and cause mystification in their parents.

“The whole is 8. One part is 8. What is the other part ?”.

Just what exactly is this supposed to mean?
That the whole always consists of two parts?
Since when did numbers have parts?
What is the definition of “part”?
Even if we are talking about 8 things, then the natural AND logical answer is “There isn’t another part”.
If I want to see ways of creating 8, using adding, then what is wrong with
8=1+7 8=2+6 8=3+5 … 8=7+1 and 8=8+0 for completeness’ sake.

To call zero a part of 8 is going to lay the groundwork for a feeling that math hasn’t got a lot to do with real life, which is a crying shame. This feeling can arise at any stage, we should give reality a chance at this level. To conclude “What a stupid question!”.

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Filed under abstract, arithmetic, education, fractions, language in math, teaching