Literaturnachweis - Detailanzeige
Autor/inn/en | Malone, Amelia S.; Fuchs, Lynn S. |
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Titel | Error Patterns in Ordering Fractions among At-Risk Fourth-Grade Students |
Quelle | In: Journal of Learning Disabilities, 50 (2017) 3, S.337-352 (16 Seiten)Infoseite zur Zeitschrift
PDF als Volltext (1); PDF als Volltext (2) |
Zusatzinformation | Weitere Informationen |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0022-2194 |
DOI | 10.1177/0022219416629647 |
Schlagwörter | Error Patterns; Fractions; Mathematics Instruction; At Risk Students; Grade 4; Elementary School Mathematics; Elementary School Students; National Competency Tests; Numbers; Achievement Tests; Mathematical Concepts; Comparative Analysis; Computation; Accuracy; Probability; Mathematics Skills; Common Core State Standards; National Assessment of Educational Progress; Wide Range Achievement Test Fehlertyp; Bruchrechnung; Mathematics lessons; Mathematikunterricht; School year 04; 4. Schuljahr; Schuljahr 04; Elementare Mathematik; Schulmathematik; Zahlenraum; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Wahrscheinlichkeitsrechnung; Wahrscheinlichkeitstheorie; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Common core curriculum; Curriculum; Kerncurriculum |
Abstract | The three purposes of this study were to (a) describe fraction ordering errors among at-risk fourth grade students, (b) assess the effect of part-whole understanding and accuracy of fraction magnitude estimation on the probability of committing errors, and (c) examine the effect of students' ability to explain comparing problems on the probability of committing errors. Students (N = 227) completed a nine-item ordering test. A high proportion (81%) of problems were completed incorrectly. Most (65%) errors were due to students misapplying whole number logic to fractions. Fraction-magnitude estimation skill, but not part-whole understanding, significantly predicted the probability of committing this type of error. Implications for practice are discussed. (As Provided). |
Anmerkungen | SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |