Understanding fractional equivalence and the differentiated effects on operations with fractions
The participants in the study included 65 sixth grade students in three extant classrooms. Two classes were instructed using the textbook representation while the third class received instruction using a representation presented by Van de Walle and recommended by the National Council for Teaching Mathematics. Data were collected from pre-tests, post-tests, student work samples, field notes and a semi-structured interview.
Qualitative analyses were used to analyze the data. Items were coded for procedural and conceptual understanding and categorized into levels of proficiency.
Additionally, items involving operations with fractions were coded for error patterns. Conclusions were drawn about how the different representations affected student comprehension and faculty with fractions.
Advisor:Capraro, Robert M.; Allen, Donald; Kulm, Gerald; Capraro, Mary Margaret
School:Texas A&M University
School Location:USA - Texas
Source Type:Master's Thesis
Keywords:fraction teaching methods mathematics
Date of Publication:12/01/2004