Building Fraction Magnitude Knowledge with Number Lines: Partitioning versus Analogy

Autor/inn/en	Viegut, Alexandria A.; Matthews, Percival G.
Titel	Building Fraction Magnitude Knowledge with Number Lines: Partitioning versus Analogy
Quelle	In: Developmental Psychology, 59 (2023) 10, S.1757-1770 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Viegut, Alexandria A.) ORCID (Matthews, Percival G.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/dev0001616
Schlagwörter	Fractions; Mathematics Skills; Number Concepts; Skill Development; Mathematical Models; Logical Thinking; Mathematics Instruction; Teaching Methods; Prior Learning; Elementary School Students; Grade 2; Grade 3; Electronic Learning; Visualization; Arithmetic + Suchen Sie Ihr Suchwort? Bruchrechnung; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Number concept; Zahlbegriff; Kompetenzentwicklung; Qualifikationsentwicklung; Mathematical model; Mathematisches Modell; Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Vorkenntnisse; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; Visualisation; Visualisierung; Addition; Arithmetik; Arithmetikunterricht; Rechnen
Abstract	Understanding fraction magnitudes is foundational for later math achievement. To represent a fraction x/y, children are often taught to use "partitioning": Break the whole into y parts and shade in x parts. Past research has shown that partitioning on number lines supports children's fraction magnitude knowledge more than partitioning on area models. However, partitioning may not take full advantage of children's prior knowledge or the structure of the number line. We tested an alternative fraction number line lesson that leveraged children's preexisting whole number knowledge using a domain-general learning tool: "analogy." In a preregistered online experiment, second and third graders (N = 84, M = 8.83 years) were randomly assigned to an analogy lesson (e.g., if I know how big 3 is on a 0-4 line, I know how big ¾ is on a 0-1 line), a partitioning lesson on number lines, or a control lesson using square area models. Results showed that the analogy lesson was more effective for promoting fraction magnitude understanding than the control lesson, and it was at least as effective as the partitioning lesson. The analogy group, but not the partitioning group, significantly outperformed the control group with large-denominator fractions at retention (i.e., 1-week delayed posttest) and on transfer tests (i.e., fraction comparison). We also replicated past findings that fraction partitioning lessons are more effective on number lines than on area models, and this advantage was partially sustained after a 1-week delay. Overall, these findings highlight the power of domain-general analogy to support mathematical development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01