Exploring Group-Wise Conceptual Deficiencies of Fractions for Fifth and Sixth Graders in Taiwan

Chan, Wan-Hua; Leu, Yuh-Chyn; Chen, Chung-Ming

doi:10.3200/jexe.76.1.26-58

Cited by 26 publications

(25 citation statements)

References 23 publications

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“…Finally, although difficulty with fractions is not just a U.S. phenomenon (e.g., Chan et al, 2007; Tatsuoka et al, 2004), it is interesting to consider the role of school context in explaining the development of fraction knowledge. Specifically, the observed findings may depend on the type of instruction provided at that time in American schools, where the dominant focus is part-whole understanding.…”

Section: Discussionmentioning

confidence: 99%

“…These difficulties remain well into high school (e.g., Calhoon, Emerson, Flores, & Houchins, 2007). Further, difficulty with fractions is not only a U.S. phenomenon; several countries around the world report fractions as challenging for students to master (e.g., Chan, Leu, & Chen, 2007; Tatsuoka et al, 2004). Thus, a pressing need exists to improve understanding of the developmental precursors of fraction knowledge, with the goal of providing theoretical insight into and practical guidance about the identification and treatment of fraction difficulties.…”

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confidence: 99%

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Sources of Individual Differences in Children's Understanding of Fractions

et al. 2014

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Longitudinal associations of domain-general and numerical competencies with individual differences in children’s understanding of fractions were investigated. Children (n = 163) were assessed at 6 years of age on domain-general (nonverbal reasoning, language, attentive behavior, executive control, visual-spatial memory) and numerical (number knowledge) competencies; at 7 years on whole-number arithmetic computations and number line estimation; and at 10 years on fraction concepts. Mediation analyses controlling for general mathematics ability and general academic ability revealed that numerical and mathematical competencies were direct predictors of fraction concepts whereas domain-general competencies supported the acquisition of fraction concepts via whole-number arithmetic computations or number line estimation. Results indicate multiple pathways to fraction competence.

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Section: Discussionmentioning

confidence: 99%

mentioning

confidence: 99%

Sources of Individual Differences in Children's Understanding of Fractions

et al. 2014

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“…Therefore, when assessing understanding of macroevolution, it is critical to focus on long-term processes and the related principal concepts that, if misconceived, will influence understanding of macroevolutionary processes. Also of importance when constructing such an assessment is the findings of Chan, Leu, and Chen (2007), who reported that the assessment of understanding of a single, multifaceted, and complex concept may require multiple elements to fully capture the nature of students' understandings. Downloaded by [University of Connecticut] at 12:53 08 October 2014 Biological evolution is a rich area in terms of research because of both its significance in the discipline of biology and its potential to serve as a testing ground to examine the intersection of the acceptance and understanding of controversial issues (Sinatra, Southerland, McConaughy, & Demastes, 2003).…”

Section: Measuring the Understanding Of Macroevolutionmentioning

confidence: 98%

Development and Preliminary Evaluation of the Measure of Understanding of Macroevolution: Introducing the MUM

Nadelson¹,

Southerland²

2009

The Journal of Experimental Education

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The challenges in teaching and learning of biological evolution continue to be documented (NAS, 2008). Developers of science standards continue their work to increase emphasis on evolution. Although gains have been made, many K-12 science curricula focus on microevolution (i.e., natural selection, genetic drift), and a more limited effort is in place to provide exposure to macroevolution (i.e., speciation). Many of the public\u27s fundamental questions concerning evolution actually stem from macroevolutionary changes. This research involved the development and psychometric evaluation of the Measure of Understanding of Macroevolution (MUM), an assessment of college undergraduate understanding of the scientific portrayal of macroevolution. The MUM comprises 27 multiple-choice items and 1 free-response item. The authors achieved content validity based on feedback from professional biologists and evolution educators. The MUM was field tested with 3 unique cohorts of undergraduate students (N = 795). The validity and reliability analyses indicate that the MUM effectively, consistently, and accurately measures students\u27 understanding of macroevolution

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“…Therefore, fractions are one of the primary mathematics subjects which are difficult for teachers and students. Moreover, studies show that students have learning difficulties related to the concept of fraction at every class level (Chan, Leu & Chen, 2007;Isik & Kar, 2012;Moss & Case, 1999;Ni & Zhou, 2005;Olkun & Toluk, 2003;Olkun & Toluk-Ucar, 2012;Soylu & Soylu, 2005;Soylu, 2008;Stafylidou & Vosniadou, 2004;Unlu & Ertekin, 2012). The structure of fractions and the teaching method of it can be shown as the basic reason for these difficulties (Birgin & Gurbuz, 2009;Soylu & Soylu, 2005;Streefland, 1991;Yilmaz & Yenilmez, 2008).…”

Section: Introductionmentioning

confidence: 99%

Student Errors in Fractions and Possible Causes of These Errors

Aksoy¹,

Yazlık

2017

JETS

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In this study, it was aimed to determine the errors and misunderstandings of 5th and 6th grade middle school students in fractions and operations with fractions. For this purpose, the case study model, which is a qualitative research design, was used in the research. In the study, maximum diversity sampling, which is a purposeful sampling method, was used. For this reason, this study was conducted in a state and a private secondary school on a voluntary basis with 105 5th graders and 84 6th graders, with a total of 189 secondary school students from different levels of achievement. In order to determine students' errors and misconceptions about fractions, two tests were prepared by researchers, ten open-ended questions for 5th graders and twelve open-ended questions for 6th graders. Before these tests were formed, the related field was scanned and the existing misunderstandings were determined. Content analysis method was used on the analyzing of the data. The answer papers of the students were coded and students' solving were examined in three categories as correct, wrong and blank. In addition to this the solving belongs to wrong category was examined in detail and mistakes of the students were coded and the reason of these mistakes were dwelled on. It is seen from the result of the study that students have misunderstanding and mistakes about fractions. It is seen that students are not using the modellings on the operations with fractions because of that most of the mistake and misunderstandings are about operations with fractions.

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Exploring Group-Wise Conceptual Deficiencies of Fractions for Fifth and Sixth Graders in Taiwan

Cited by 26 publications

References 23 publications

Sources of Individual Differences in Children's Understanding of Fractions

Sources of Individual Differences in Children's Understanding of Fractions

Development and Preliminary Evaluation of the Measure of Understanding of Macroevolution: Introducing the MUM

Student Errors in Fractions and Possible Causes of These Errors

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