Improving Children's Knowledge of Fraction Magnitudes

Autor/inn/en	Fazio, Lisa K.; Kennedy, Casey A.; Siegler, Robert S.
Titel	Improving Children's Knowledge of Fraction Magnitudes
Quelle	(2016), (34 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1371/journal.pone.0165243
Schlagwörter	Educational Games; Computer Games; Fractions; Mathematics Instruction; Teaching Methods; Elementary School Mathematics; Grade 4; Grade 5; Intervention; Feedback (Response); Pretests Posttests; Educational Technology; Technology Uses in Education; Experimental Groups; Control Groups; Mathematical Concepts; Pennsylvania (Pittsburgh) + Suchen Sie Ihr Suchwort? Educational game; Lernspiel; Computer game; Computerspiel; Computerspiele; Bruchrechnung; Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Elementare Mathematik; Schulmathematik; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen
Abstract	We examined whether playing a computerized fraction game, based on the integrated theory of numerical development and on the Common Core State Standards' suggestions for teaching fractions, would improve children's fraction magnitude understanding. Fourth and fifth-graders were given brief instruction about unit fractions and played "Catch the Monster with Fractions," a game in which they estimated fraction locations on a number line and received feedback on the accuracy of their estimates. The intervention lasted less than 15 minutes. In our initial study, children showed large gains from pretest to posttest in their fraction number line estimates, magnitude comparisons, and recall accuracy. In a more rigorous second study, the experimental group showed similarly large improvements, whereas a control group showed no improvement from practicing fraction number line estimates without feedback. The results provide evidence for the effectiveness of interventions emphasizing fraction magnitudes and indicate how psychological theories and research can be used to evaluate specific recommendations of the Common Core State Standards. [This article was published in PLOS ONE, Oct 21, 2016.] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01