Literaturnachweis - Detailanzeige
| Autor/inn/en | Malone, Amelia Schneider; Fuchs, Lynn S. |
|---|---|
| Titel | Error Patterns in Ordering Fractions among At-Risk Fourth-Grade Students |
| Quelle | (2015), (46 Seiten)Infoseite zur Zeitschrift
PDF als Volltext kostenfreie Datei |
| Zusatzinformation | Weitere Informationen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| Schlagwörter | Error Patterns; Fractions; At Risk Students; Grade 4; Elementary School Students; Accuracy; Computation; Probability; Mathematics Skills; National Competency Tests; Common Core State Standards; National Assessment of Educational Progress; Wide Range Achievement Test |
| Abstract | The 3 purposes of this study were to: (a) describe fraction ordering errors among at-risk 4th-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 9-item ordering test. A high proportion (81%) of problems were completed incorrectly. Most (65% of) 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. [At time of submission to ERIC this article was in press with "Journal of Learning Disabilities."] (As Provided). |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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