A Comparative Analysis of British and Taiwanese Students' Conceptual and Procedural Knowledge of Fraction Addition

Autor/in	Li, Hui-Chuan
Titel	A Comparative Analysis of British and Taiwanese Students' Conceptual and Procedural Knowledge of Fraction Addition
Quelle	In: International Journal of Mathematical Education in Science and Technology, 45 (2014) 7, S.968-979 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-739X
DOI	10.1080/0020739X.2014.892163
Schlagwörter	Comparative Analysis; Addition; Mathematics Instruction; Foreign Countries; Statistical Analysis; Mathematical Concepts; Cross Cultural Studies; Teaching Methods; Test Validity; Test Reliability; Mathematics Tests; Scoring; Coding; Taiwan; United Kingdom (England) + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Ausland; Statistische Analyse; Cultural comparison; Kulturvergleich; Teaching method; Lehrmethode; Unterrichtsmethode; Testvalidität; Testreliabilität; Bewertung; Codierung; Programmierung
Abstract	This study examines students' procedural and conceptual achievement in fraction addition in England and Taiwan. A total of 1209 participants (561 British students and 648 Taiwanese students) at ages 12 and 13 were recruited from England and Taiwan to take part in the study. A quantitative design by means of a self-designed written test is adopted as central to the methodological considerations. The test has two major parts: the concept part and the skill part. The former is concerned with students' conceptual knowledge of fraction addition and the latter is interested in students' procedural competence when adding fractions. There were statistically significant differences both in concept and skill parts between the British and Taiwanese groups with the latter having a higher score. The analysis of the students' responses to the skill section indicates that the superiority of Taiwanese students' procedural achievements over those of their British peers is because most of the former are able to apply algorithms to adding fractions far more successfully than the latter. Earlier, Hart [1] reported that around 30% of the British students in their study used an erroneous strategy (adding tops and bottoms, for example, 2/3 + 1/7 = 3/10) while adding fractions. This study also finds that nearly the same percentage of the British group remained using this erroneous strategy to add fractions as Hart found in 1981. The study also provides evidence to show that students' understanding of fractions is confused and incomplete, even those who are successfully able to perform operations. More research is needed to be done to help students make sense of the operations and eventually attain computational competence with meaningful grounding in the domain of fractions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10