Quality of Explanation as an Indicator of Fraction Magnitude Understanding

Autor/inn/en	Foreman-Murray, Lindsay; Fuchs, Lynn S.
Titel	Quality of Explanation as an Indicator of Fraction Magnitude Understanding
Quelle	(2018), (39 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
DOI	10.1177/0022219418775120
Schlagwörter	Elementary School Students; Grade 4; Elementary School Mathematics; Mathematics Skills; At Risk Students; Learning Disabilities; Accuracy; Fractions; Correlation; Mathematics Tests; Criterion Referenced Tests; National Competency Tests; Abstract Reasoning; Predictor Variables; Achievement Tests; Children; Intelligence Tests; Scores; Regression (Statistics); Statistical Analysis; National Assessment of Educational Progress; Wide Range Achievement Test + Suchen Sie Ihr Suchwort? School year 04; 4. Schuljahr; Schuljahr 04; Elementare Mathematik; Schulmathematik; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Learning handicap; Lernbehinderung; Bruchrechnung; Korrelation; Abstraktes Denken; Denken; Prädiktor; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Child; Kind; Kinder; Intelligence test; Intelligenztest; Regression; Regressionsanalyse; Statistische Analyse
Abstract	Student explanations of their mathematical thinking and conclusions have become a greater part of the assessment landscape in recent years. With a sample of 71 4th-grade students at-risk for mathematics learning disabilities, we investigated the relation between student accuracy in comparing the magnitude of fractions and the quality of students' explanations of those comparisons, as well as the relation between those measures and scores on a criterion test: released fraction items from the National Assessment of Educational Progress (NAEP). We also considered the extent to which reasoning and language contribute to the prediction. Results indicated a significant, moderate correlation between accuracy and explanation quality. Commonality analyses indicated explanation quality accounts for little variance in NAEP scores beyond what is accounted for by traditional measures of magnitude understanding. Implications for instruction and assessment 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