Efficacy of Different Concrete Models for Teaching the Part-Whole Construct for Fractions

Autor/inn/en	Cramer, Kathleen; Wyberg, Terry
Titel	Efficacy of Different Concrete Models for Teaching the Part-Whole Construct for Fractions
Quelle	In: Mathematical Thinking and Learning: An International Journal, 11 (2009) 4, S.226-257 (32 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1098-6065
Schlagwörter	Mathematics Education; Grade 5; Mathematical Models; Mathematics Instruction; Arithmetic; Instructional Effectiveness; Interviews; Student Attitudes; Grade 4; Academic Achievement; Teaching Methods; Intermode Differences + Suchen Sie Ihr Suchwort? Mathematische Bildung; School year 05; 5. Schuljahr; Schuljahr 05; Mathematical model; Mathematisches Modell; Mathematics lessons; Mathematikunterricht; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Unterrichtserfolg; Interviewing; Interviewtechnik; Schülerverhalten; School year 04; 4. Schuljahr; Schuljahr 04; Schulleistung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	The effectiveness of different concrete and pictorial models on students' understanding of the part-whole construct for fractions was investigated. Using interview data from fourth and fifth grade students from three different districts that adopted the "Mathematics Trailblazers" series, authors identified strengths and limitations of models used. Pattern blocks had limited value in aiding students' construction of mental images for the part-whole model as well as limited value in building meaning for adding and subtracting fractions. A paper fraction chart based on a paper folding model supported students' ability to order fractions with same numerators but was less useful in helping students on estimation tasks. The dot paper model and chips did not support fifth grade students' initial understanding of the algorithm. (Contains 8 figures and 5 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10