Differences in High- and Low-Performing Students’ Fraction Learning in the Fourth Grade

Pedersen, Pernille Ladegaard; Aunio, Pirjo; Sunde, Pernille Bødtker; Bjerre, Mette; Waagepetersen, Rasmus

doi:10.1080/00220973.2022.2107603

Cited by 3 publications

(4 citation statements)

References 45 publications

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“…From this definition, we distinguish underachieving students from low-performing students. In the research literature, low-performing students are usually identified through the administration of a standardized test, as those students who fail to meet some form of minimum standard (Han et al, 2015), or whose performance places them in, for example, the bottom quartile (Pedersen et al, 2022).…”

Section: Background Literature 21 Underachievementmentioning

confidence: 99%

“…Specifically, the notion of underachieving students in mathematics refers to those students: who are somewhat disengaged from their mathematics learning, such that this disengagement stems from gaps in content knowledge, rather than additional issues beyond the mathematics classroom (e.g., significant behavioral issues); who are currently below average performers however do not have a mathematics learning disability (e.g., students in second bottom quintile for mathematics performance); for whom their mathematics teacher believes could “catch up” to (or even surpass) their average performing peers with additional, time-limited supports being made available (e.g., over 6–12 months). From this definition, we distinguish underachieving students from low-performing students. In the research literature, low-performing students are usually identified through the administration of a standardized test, as those students who fail to meet some form of minimum standard (Han et al, 2015), or whose performance places them in, for example, the bottom quartile (Pedersen et al, 2022).…”

Section: Background Literaturementioning

confidence: 99%

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Exploring underachieving students’ views of, and attitudes towards, mathematics across stage of schooling

Russo

Kalogeropoulos

Roche

2023

Asian Journal for Mathematics Education

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Students enjoy mathematics less as they move through their schooling and this may be reflective of more negative attitudes towards learning mathematics in general; although not necessarily less valuing of mathematics as a discipline. However, little is known about how stage of schooling influences the relationship between viewing mathematics as problem solving and student attitudes towards mathematics. To address this gap, 123 Australian primary and secondary students identified by their teachers as underachieving in mathematics completed a questionnaire exploring their attitudes towards, and views of, mathematics. We found that although attitudes towards mathematics became more negative as year level increased, this was entirely driven by students enjoying mathematics less; neither their valuing of mathematics, nor their ability to cope with mathematics declined. Similarly, the extent to which students held a problem-solving view of mathematics was unrelated to stage of schooling. Interestingly, however, we also found that students who viewed mathematics as being fundamentally about problem solving were more likely to value mathematics as a discipline, and that this was particularly the case for secondary school students. We discuss how providing opportunities for secondary school students, including underachieving students, to engage with open-ended problem-solving tasks may lead to perceptions of mathematics as useful, purposeful, and important.

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Section: Background Literature 21 Underachievementmentioning

confidence: 99%

Section: Background Literaturementioning

confidence: 99%

Exploring underachieving students’ views of, and attitudes towards, mathematics across stage of schooling

Russo

Kalogeropoulos

Roche

2023

Asian Journal for Mathematics Education

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“…In Denmark, little research has been conducted on knowledge regarding how students understand, and misunderstand, fractions or rational numbers. One study from 2022 examines differences in fraction learning among high-and low-performing Danish 11-12-year-old students (Pedersen et al, 2022). The authors conclude that while high-performing students learn fractions continuously throughout the observed school year, low-performing students only learn fractions when instructed directly in fractions.…”

Section: 2mentioning

confidence: 99%

Danish Students’ Understanding of Fractions: A Replication Study

Færch,

Hodgen

2023

Impl. Repl. Stud. Math. Educ.

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In this paper, we report on a conceptual replication of a fractions test originally administered in the 1970s in England as part of the ‘Concepts in Secondary Mathematics and Science’ (CSMS) research programme documenting lower secondary students’ understanding of mathematics. We present data from a recent study conducted in Denmark with 336 students aged between 12 and 14 years, presenting descriptive results as in the original research. In addition, we use Rasch modelling — a technique that was not widely used in the 1970s — to further analyse the students’ understanding of fractions and to validate the test. Our findings indicate that Danish students’ fractional understanding in word or diagrammatic contexts is slightly stronger in comparison to that of the English students in the original study, whereas the case for computations involving fractions is the reverse. We discuss the possible reasons for these differences. Our study provides evidence that fractional knowledge involves a number of components and suggest ways in which the test might be improved. The Impact Sheet to this article can be accessed at 10.6084/m9.figshare.24219673

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“…Research in mathematics education underscores the pivotal role of understanding fraction concepts in students' progression toward more advanced mathematical learning (Leng et al, 2020;Pedersen et al, 2022). A proficient grasp of fractions profoundly influences students' overall mathematical achievements and equips them with essential skills for mastering more advanced mathematical concepts (Copur-Gencturk, 2021;Hunt et al, 2016).…”

Section: Introductionmentioning

confidence: 99%

Integrating PhET Interactive Simulation to Enhance Students' Mathematical Understanding and Engagement in Learning Mixed Fraction

Arifin,

Razali,

Rahayu

2023

al.ibtida.snj

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This study aims to document how the integration of PhET interactive simulations into mathematics learning enhances students' conceptual understanding of mixed fractions. This collaborative action research project adhered to the action research cycle proposed by Kemmis and McTaggart. In total 17 4th-grade students from one of the public elementary schools in Malang City, Indonesia participated in this investigation. The data was collected through tests, interviews, and classroom observation. The test of students' mathematical understanding (TSMU) was administered to the students at the pre-cycle, post-cycle I, and post-cycle II stages. The number of questions given in each test was 10 mathematical problems, and they were designed to assess students' mathematical understanding of mixed fractions. The quantitative data was analyzed by using descriptive statistics using SPSS 25, and the qualitative data was analyzed simultaneously using a qualitative data analysis cycle. The research findings unveiled the following key insights. First, we found a notable enhancement in students' mathematical understanding of mixed fractions emerged throughout the study. Specifically, the pre-cycle average score for students' mathematical understanding stood at M=51.59, which saw substantial improvement in the post-cycle I phase (M=61.53) and further growth in the post-cycle II phase (M=76.94). Moreover, the utilization of PhET simulations was found to significantly enhance students' engagement in the realm of mathematics learning. Therefore, the integration of PhET interactive simulations in mathematics learning has been shown to have a significant effect on improving students' mathematical understanding and engagement in learning fraction.

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Differences in High- and Low-Performing Students’ Fraction Learning in the Fourth Grade

Cited by 3 publications

References 45 publications

Exploring underachieving students’ views of, and attitudes towards, mathematics across stage of schooling

Exploring underachieving students’ views of, and attitudes towards, mathematics across stage of schooling

Danish Students’ Understanding of Fractions: A Replication Study

Integrating PhET Interactive Simulation to Enhance Students' Mathematical Understanding and Engagement in Learning Mixed Fraction

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