Can Teaching Fractions Improve Teachers’ Fraction Understanding?

2021 ◽  
pp. 000-000
Author(s):  
Lynn S. Fuchs ◽  
Amelia S. Malone
Keyword(s):  
Teaching Fractions

scholarly journals Manipulative Approach In Teaching Fractions

2021 ◽  
Vol 2 (5) ◽  
pp. 435-447
Author(s):  
Rea C. Parungao
Keyword(s):  
Test Scores ◽  
Traditional Method ◽  
Number Line ◽  
Virtual Manipulatives ◽  
Control Group ◽  
Significant Difference ◽  
Post Test ◽  
Quasi Experimental ◽  
Teaching Fractions ◽  
Experimental Group

This study aimed to determine the effects of using manipulatives in teaching fractions.   Quasi- experimental method of research was used in this study. It was conducted during the first quarter of S.Y. 2019-2020 among the respondents were randomly selected. Two sections of Arayat National High School were the respondents of the study. The control group was the 7-Rosal while the 7-Sampaguita was the experimental group. Both groups were given a pretest prior to the discussion about fractions and a posttest after instruction using the traditional method (control group) and the use of manipulatives (experimental group). The results were then evaluated, analysed through SPSS, and interpreted. Mean, t-test and ANCOVA were utilized to analyze and interpret the data. This study found out that the post-test scores of the respondents from the two groups improved in comparison to their pre-test scores.  The mean pretest and mean posttest scores of both groups showed significant difference. The results showed that the use of virtual manipulatives in converting fractions to decimals had significant difference compared the use of the traditional method. On the contrary, teaching fractions on a number line did not have significant difference. Out of the four operations on fractions, three showed that the use of concrete manipulatives was highly effective. This study recommends that teachers must test the prior knowledge of their students before discussing about fractions to determine the students’ strengths and weaknesses. Although both traditional method and the manipulative approach showed improvement on the post-test results in teaching fractions, still, teachers are encouraged to use manipulatives in teaching fractions to improve students’ performance. It is important for teachers to provide their students opportunities for hands-on manipulation of objects in order to grasp the concepts of fractions more easily. Lastly, teachers must develop the use of concrete and virtual manipulatives in teaching fractions to promote active learning that can enhance students’ mathematics performance and can help them to realize that mathematics is an enjoyable subject.

On My Mind: 5 Language Substitutions When Teaching Fractions

2013 ◽  
Vol 19 (2) ◽  
pp. 68-69
Author(s):  
Jennifer M. Bay-Williams
Keyword(s):  
Teaching Fractions

Being mindful of language used during discussions of fractions can promote greater understanding and retention.

Implementing the Standards: Implications of NCTM's Standards for Teaching Fractions and Decimals

1990 ◽  
Vol 37 (8) ◽  
pp. 23-26
Author(s):  
Joseph N. Payne ◽  
Ann E. Towsley
Keyword(s):  
Eighth Graders ◽  
Classroom Teachers ◽  
Sixth Grader ◽  
Fourth Grader ◽  
Teaching Fractions

A second grader calls all parts “half” no matter how large they are. A fourth grader writes 3.10 as the decimal for 3/10. A sixth grader can compute 1/2 × 1/2 but cannot reason that one-half of one-half of a pizza is one-fourth of the whole. Most eighth graders cannot estimate the sum 7/8 + 12/13 from choices of 1, 2, 19, and 21. Classroom teachers easily recognize similar deficiencies and ask, How do I teach for greater success?

Bridging the Gap: Using Interactive Computer Tools to Build Fraction Schemes

2002 ◽  
Vol 8 (6) ◽  
pp. 356-361
Author(s):  
John Olive
Keyword(s):  
Mathematics Instruction ◽  
Elementary Grades ◽  
Mathematical Development ◽  
Computer Tools ◽  
Whole Number ◽  
Fraction Concepts ◽  
Teaching Fractions ◽  
Number Knowledge

Teaching fractions has been a complex and largely unsuccessful aspect of mathematics instruction in the elementary grades for many years. Students' understanding of fraction concepts is a big stumbling block in their mathematical development. Some researchers have pointed to children's whole-number knowledge as interfering with, or creating a barrier to, their understanding of fractions (Behr et al. 1984; Streefland 1993; Lamon 1999). This article illustrates an approach to constructing fraction concepts that builds on children's whole-number knowledge using specially designed computer tools. This approach can help children make connections between whole-number multiplication and their notion of a fraction as a part of a whole, thus bridging the gap between whole-number and fraction knowledge.

Mediated learning experience and its role in teaching fractions to pupils with learning difficulties

2018 ◽  
Vol 10 (2) ◽  
pp. 158-165
Author(s):  
Skordialos Emmanouil ◽  
Baralis Georgios
Keyword(s):  
Cognitive Skills ◽  
Learning Experience ◽  
Learning Difficulties ◽  
Mediated Learning ◽  
Mathematical Concepts ◽  
Self Confidence ◽  
Research Findings ◽  
Mediated Learning Experience ◽  
Teaching Fractions

AbstractThis research focuses on studying the effect of mediated learning experience in children with learning difficulties in terms of deeper understanding of mathematical concepts. The main objective of the mediation method is to improve the cognitive skills of the participants through its close mediator–children interaction. This paper analysed the term ‘knowledge’ and how it is often interpreted mistakenly by many teachers. In the survey participated 10 pupils with learning disabilities, aged 10, who attended the fifth class of primary school in Athens, Greece. Here, the action research methodology was used because the researcher took the role of mediator and worked with the students to explore the fractions. Research findings show that mathematical concepts are easier and deeper understood through practical activities and active participation of all members of the class. The mathematical abilities of children with learning difficulties and their self-confidence towards lesson have been boosted during the survey to a remarkable extent.

Measuring Mathematical Knowledge for Teaching Fractions With Drawn Quantities

2012 ◽  
Vol 43 (4) ◽  
pp. 391-427 ◽  
Author(s):  
Andrew Izsák ◽  
Erik Jacobson ◽  
Zandra de Araujo ◽  
Chandra Hawley Orrill
Keyword(s):  
Professional Development ◽  
Item Response ◽  
Mathematical Knowledge ◽  
Middle Grades ◽  
Mathematical Knowledge For Teaching ◽  
Knowledge For Teaching ◽  
Irt Models ◽  
Psychometric Modeling ◽  
Teaching Fractions ◽  
Development Course

Researchers have recently used traditional item response theory (IRT) models to measure mathematical knowledge for teaching (MKT). Some studies (e.g., Hill, 2007; Izsák, Orrill, Cohen, & Brown, 2010), however, have reported subgroups when measuring middle-grades teachers' MKT, and such groups violate a key assumption of IRT models. This study investigated the utility of an alternative called the mixture Rasch model that allows for subgroups. The model was applied to middle-grades teachers' performance on pretests and posttests bracketing a 42-hour professional development course focused on drawn models for fraction arithmetic. Results from psychometric modeling and evidence from video-recorded interviews and professional development sessions suggested that there were 2 subgroups of middle-grades teachers, 1 better able to reason with 3-level unit structures and 1 constrained to 2-level unit structures. Some teachers, however, were easier to classify than others.

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