Error Patterns in Ordering Fractions among At-Risk Fourth-Grade Students

Autor/inn/en	Malone, Amelia S.; Fuchs, Lynn S.
Titel	Error Patterns in Ordering Fractions among At-Risk Fourth-Grade Students
Quelle	In: Journal of Learning Disabilities, 50 (2017) 3, S.337-352 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2194
DOI	10.1177/0022219416629647
Schlagwörter	Error Patterns; Fractions; Mathematics Instruction; At Risk Students; Grade 4; Elementary School Mathematics; Elementary School Students; National Competency Tests; Numbers; Achievement Tests; Mathematical Concepts; Comparative Analysis; Computation; Accuracy; Probability; Mathematics Skills; Common Core State Standards; National Assessment of Educational Progress; Wide Range Achievement Test + Suchen Sie Ihr Suchwort? Fehlertyp; Bruchrechnung; Mathematics lessons; Mathematikunterricht; School year 04; 4. Schuljahr; Schuljahr 04; Elementare Mathematik; Schulmathematik; Zahlenraum; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Wahrscheinlichkeitsrechnung; Wahrscheinlichkeitstheorie; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Common core curriculum; Curriculum; Kerncurriculum
Abstract	The three purposes of this study were to (a) describe fraction ordering errors among at-risk fourth 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 nine-item ordering test. A high proportion (81%) of problems were completed incorrectly. Most (65%) 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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01