Conceptual versus Procedural Approaches to Ordering Fractions

Autor/inn/en	Wiest, Lynda; Amankonah, Frank O.
Titel	Conceptual versus Procedural Approaches to Ordering Fractions
Quelle	In: European Journal of Science and Mathematics Education, 7 (2019) 1, S.61-72 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2301-251X
Schlagwörter	Grade 7; Mathematics Instruction; Females; Fractions; Mathematics Achievement; Disadvantaged Schools; Achievement Gap; Race; Ethnicity; Socioeconomic Status; Freehand Drawing; Concept Formation; Mathematical Concepts; Benchmarking; Teaching Methods; Learning Strategies; Residential Programs; Middle School Students; Problem Solving; Summer Programs + Suchen Sie Ihr Suchwort? School year 07; 7. Schuljahr; Schuljahr 07; Mathematics lessons; Mathematikunterricht; Weibliches Geschlecht; Bruchrechnung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Rasse; Abstammung; Ethnizität; Socio-economic status; Sozioökonomischer Status; Drawing; Zeichnen; Concept learning; Begriffsbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Sozialer Wohnungsbau; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Problemlösen; Sommerkurs
Abstract	This paper reports the performance of 30 rising seventh-grade girls on a task in which they were asked to order four fractions from least to greatest. Less than three-fifths attained correct answers. The performance gap was widest between students who attended Title I schools and those who did not, the latter being much more likely to attain correct answers. The achievement gap was less prominent by race/ethnicity, family socioeconomic status, and community type (suburban/urban versus rural). Participants tended to use conceptual and procedural approaches equally, but conceptual approaches were more successful. The most common conceptual strategy was making drawings that illustrated part-whole concepts, and the most common procedural strategy was converting fractions to equivalent fractions. The most problematic fractions to place in order of relative size were the two middle fractions, which were somewhat closer to each other in size than other adjacent pairs and were farthest from the benchmarks of 0 or 1. Based on these and other research findings, we conclude that it would benefit students to possess a greater repertoire of specific strategies, especially conceptual strategies such as use of number lines, benchmarks, and set models, for working with fractions. (As Provided).
Anmerkungen	European Journal of Science and Mathematics Education. Eastern Mediterranean University, Farnagusta, TRNC, Mersin 10, Turkey. e-mail: editor@scimath.net; Web site: http://www.scimath.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01