Literaturnachweis - Detailanzeige
| Autor/inn/en | Flores, Margaret; Morano, Stephanie; Meyer, Jill; Hinton, Vanessa |
|---|---|
| Titel | Teaching Fraction Magnitude to Elementary Students |
| Quelle | In: Journal of Education for Students Placed at Risk, 27 (2022) 2, S.127-146 (21 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1082-4669 |
| DOI | 10.1080/10824669.2021.2009346 |
| Schlagwörter | Elementary School Students; Elementary School Mathematics; Fractions; Mathematical Concepts; Concept Formation; Grade 5; Comprehension; Teaching Methods; Addition; Equations (Mathematics); Subtraction |
| Abstract | It is critical that elementary students develop understanding of fractional numbers because understanding concepts such as fraction magnitude predict later mathematics success. Representing fractions in multiple ways assists students in developing a sense of fraction magnitude. A systematic approach to presenting multiple representations is the concrete-representational-abstract (CRA) sequence. A potential problem with implementation of CRA in a general education classroom is time. The purpose of the current study was to investigate the effects of an integrated CRA fraction intervention. Twenty-eight fifth-grade students received instruction from their mathematics teacher as a tier two MTSS intervention. The researchers measured students' understanding of fraction magnitude using a pretest and posttest. The researchers also compared the students' mathematics achievement to that of their matched peers on the State Assessment. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2022/4/11 |
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