Assessment of Taiwanese Students’ Conceptual Development of Fractions

Abstract

The purpose of this study was to apply exploratory latent class analysis to a conceptual test of fractions supplemented with well-defined, cognitive information in order to understand strengths and weaknesses of Taiwanese elementary students' conceptual development of fractions. Data were collected from 2612 fifth and sixth graders in Taiwan in 2002. Results indicated that there were five latent classes behind the responses. The majority of differences among the five classes were quantitative in nature, but qualitative differences were evident between two moderate performing groups. Each of the latent classes showed cumulative difficult areas in terms of required cognitive skills, some more than others. The diagnostic information in terms of strengths and weaknesses of fractional contents and skills was discussed.