Error Patterns with Fraction Calculations at Fourth Grade as a Function of Students' Mathematics Achievement Status

Autor/inn/en	Schumacher, Robin F.; Malone, Amelia S.
Titel	Error Patterns with Fraction Calculations at Fourth Grade as a Function of Students' Mathematics Achievement Status
Quelle	In: Elementary School Journal, 118 (2017) 1, S.105-127 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-5984
Schlagwörter	Error Patterns; Mathematics Instruction; Computation; Mathematics Achievement; Grade 4; Elementary School Students; Elementary School Mathematics; Fractions; Addition; Subtraction; Numbers; Achievement Tests; Bias; Low Achievement; High Achievement; Intervention; Wide Range Achievement Test + Suchen Sie Ihr Suchwort? Fehlertyp; Mathematics lessons; Mathematikunterricht; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; School year 04; 4. Schuljahr; Schuljahr 04; Elementare Mathematik; Schulmathematik; Bruchrechnung; Subtraktion; Zahlenraum; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Unterdurchschnittliche Leistung
Abstract	The goal of this study was to describe fraction-calculation errors among fourth-grade students and to determine whether error patterns differed as a function of problem type (addition vs. subtraction; like vs. unlike denominators), orientation (horizontal vs. vertical), or mathematics-achievement status (low-, average-, or high-achieving). We specifically addressed whether mathematics-achievement status was related to students' tendency to operate with whole-number bias. We extended this focus by comparing low-performing students' errors in 2 instructional settings that focused on 2 different types of fraction understandings: core instruction that focused on partwhole understanding versus small-group tutoring that focused on magnitude understanding. Results showed students across the sample were more likely to operate with whole-number bias on problems with unlike denominators. Students with low or average achievement (who participated only in core instruction) were more likely to operate with whole-number bias than students with low achievement who participated in small-group tutoring. We suggest instruction should emphasize magnitude understanding to sufficiently increase fraction understanding for all students in the upper elementary grades. [For the full text grantee submission, see ED576191.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01