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	In: Journal of Learning Disabilities, 52 (2019) 2, S.181-191 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2194
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; Abstract Reasoning; Predictor Variables; Achievement Tests; Children; Intelligence Tests; Scores; 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
Abstract	Students' explanations of their mathematical thinking and conclusions have become a greater part of the assessment landscape in recent years. With a sample of 71 fourth-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. 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 that explanation quality accounts for little variance in National Assessment of Educational Progress scores beyond what is accounted for by traditional measures of magnitude understanding. Implications for instruction and assessment are discussed. [For the corresponding grantee submission, see ED581313.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01