Putting Fractions Together

Autor/inn/en	Braithwaite, David W.; Siegler, Robert S.
Titel	Putting Fractions Together
Quelle	113 (2021) 3, S.556-571 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (Braithwaite, David W.) ORCID (Siegler, Robert S.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/edu0000477
Schlagwörter	Fractions; Addition; Middle School Mathematics; Middle School Students; Preadolescents; Grade 4; Grade 5; Grade 6; Mathematics Instruction; Instructional Effectiveness; Educational Games; Computer Games; Game Based Learning; Number Concepts; Concept Formation; Pennsylvania (Pittsburgh) + Suchen Sie Ihr Suchwort? Bruchrechnung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Pre-adolescence; Präadoleszenz; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; Mathematics lessons; Mathematikunterricht; Unterrichtserfolg; Educational game; Lernspiel; Computer game; Computerspiel; Computerspiele; Number concept; Zahlbegriff; Concept learning; Begriffsbildung
Abstract	Learning fractions is a critical step in children's mathematical development. However, many children struggle with learning fractions, especially fraction arithmetic. In this article, we propose a general framework for integrating understanding of individual fractions and fraction arithmetic, and we use the framework to generate interventions intended to improve understanding of both individual fractions and fraction addition. The framework, Putting Fractions Together (PFT), emphasizes that both individual fractions and sums of fractions are composed of unit fractions and can be represented by concatenating them (putting them together). To illustrate, both "3/9" and "2/9 + 1/9" can be represented by concatenating three 1/9s; similarly, 2/9 + 1/8 can be represented by concatenating two 1/9s and one 1/8. Interventions based on the PFT framework were tested in 2 experiments with fourth, fifth, and sixth grade children. The interventions led to improved performance on number line estimation and magnitude comparison tasks involving individual fractions and sums of fractions with equal and unequal denominators. Especially large improvements were observed on relatively difficult unequal-denominator fraction sum problems. The findings suggest that viewing individual nonunit fractions and sums of fractions as concatenations of unit fractions provides a sound conceptual foundation for improving children's knowledge of both. We discuss implications of the research for teaching and learning fractions, children's numerical development, and mathematics education in general. [The article was published in "Journal of Educational Psychology" (EJ1291033).] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01