Can Teaching Fractions Improve Teachers' Fraction Understanding?: Insights from a Causal-Comparative Study

Autor/inn/en	Fuchs, Lynn S.; Malone, Amelia S.
Titel	Can Teaching Fractions Improve Teachers' Fraction Understanding?: Insights from a Causal-Comparative Study
Quelle	In: Elementary School Journal, 121 (2021) 4, S.656-673 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-5984
DOI	10.1086/713975
Schlagwörter	Mathematics Teachers; Mathematics Instruction; Pedagogical Content Knowledge; Graduate Students; Masters Programs; Fractions; Elementary School Mathematics; Tutoring; Reading Comprehension; Effect Size; Accuracy + Suchen Sie Ihr Suchwort? Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Mathematics lessons; Mathematikunterricht; Pädagogische Kompetenz; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Magister course; Magisterstudiengang; Bruchrechnung; Elementare Mathematik; Schulmathematik; Förderkonzept; Nachhilfeunterricht; Leseverstehen
Abstract	The purpose of this causal-comparative study was to gain insight into whether teaching fractions improves teachers' understanding of fractions. University master's students (n = 25) conducted tutoring on fraction magnitude in grades 3-5. The contrast condition, 17 master's students drawn from the same pool of research assistant applicants, conducted tutoring to improve science and social studies text comprehension in grades 3-5. In the fractions condition, students were at risk for mathematics difficulty; in the text comprehension condition, at risk for reading difficulty. When tutoring ended, tutors' accuracy of number line placement of single fractions and fraction sums as well as single whole numbers and whole number sums was assessed. Results indicated superior accuracy for fraction tutors over text comprehension tutors on fraction sums, with an effect size of 0.75. The effect size for placement of single fractions was 0.47. Implications are extrapolated to preservice and in-service teachers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01