Fraction Symbols and their Relation to Conceptual Knowledge

Douglas, Heather

doi:10.22215/etd/2020-14141

Cited by 2 publications

(14 citation statements)

References 176 publications

(496 reference statements)

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“…The limitation of this approach is that there was no systematic approach to item selection. In contrast, most researchers created new measures of mathematical vocabulary where the items were selected from curricula resources (Douglas, 2020;Fuchs et al, 2012;Purpura & Logan, 2015). For example, Purpura and Logan (2015) designed an assessment that was based on items from preschool curriculum materials.…”

Section: Curriculum/area Based Categorizationsmentioning

confidence: 99%

“…Thus, researchers studying mathematical vocabulary are forced to choose a subset of the possible words that students might know, and so no single measure will be comprehensive. The Math Words assessment used in the present research was designed by Douglas (2020) for use with students in Ontario and Manitoba. Note that Douglas created her measure before Powell and colleagues had published their comprehensive paper on mathematical vocabulary (Forsyth & Powell, 2017;.…”

Section: Comparison Of Mathematical Vocabulary Measuresmentioning

confidence: 99%

“…It was created by narrowing down the master list of 200 words to 40 items by selecting key words from five mathematics strands with a heavier emphasis on numeration words. Numeration words were emphasized because they were considered as fundamental items which are used more frequently than other categories (Douglas, 2020).…”

Section: Comparison Of Mathematical Vocabulary Measuresmentioning

confidence: 99%

“…Math Words is therefore a receptive vocabulary test administered in multiple-choice format. One possible strength of this measure is that it includes terms from grades 1 to 8 to avoid floor or ceiling effects (Douglas, 2020). Math Words includes items from four curriculum strands: Numeration (n = 23; Table 1), Geometry-Spatial (n = 10; Table 2), Measurement (n = 5;…”

Section: Comparison Of Mathematical Vocabulary Measuresmentioning

confidence: 99%

“…Three of these items were also used by Forsyth and Powell. However, two items from Measurement that were included in Douglas (2020) were not used in the other studies: mass and axes. Selection of specific items clearly varies across studies and because there are relatively few items in this category, it is not clear that the conceptual overlap is strong with the other lists.…”

Section: Comparison Of Mathematical Vocabulary Measuresmentioning

confidence: 99%

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Relations Between Mathematical Vocabulary and Children’s Mathematical Performance

Song¹

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I would like to take this opportunity to thank everyone who helped and supported me in completing my thesis. First, I would like to thank Dr. Jo-Anne LeFevre, my supervisor, who provided me with ongoing guidance, support, care, patience, and excellent editing skills. I truly learned a lot from this process. I am very proud and honored to having worked with Dr. Jo-Anne LeFevre.Thanks to my thesis review committee of Dr. Monique Senechal and Dr. Beth MacLeod who offered constructive feedback and thoughtful questions. Thanks also to Dr. Chang Xu in the math lab who have patiently advised me on statistical methods and analysis. I would like to thank the LLAMA team as well, for organizing the LLAMA data and sharing the data with me, also for their continuous support. And finally, thanks to my family. My family was my greatest motivation in completing my master's degree. They supported me going back to school to do what I truly want to do, they are my biggest support both in my work and at home. Especially my husband, Victor, thanks for your love, patience, and support.

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Section: Curriculum/area Based Categorizationsmentioning

confidence: 99%

Section: Comparison Of Mathematical Vocabulary Measuresmentioning

confidence: 99%

Section: Comparison Of Mathematical Vocabulary Measuresmentioning

confidence: 99%

Section: Comparison Of Mathematical Vocabulary Measuresmentioning

confidence: 99%

Section: Comparison Of Mathematical Vocabulary Measuresmentioning

confidence: 99%

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Relations Between Mathematical Vocabulary and Children’s Mathematical Performance

Song¹

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Fraction mapping and fraction comparison skills among grade 4 Chinese students: An error analysis

Burr

et al. 2022

Brit J of Edu Psychol

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Background: Mapping fraction symbols to magnitudes is easier for students to master than comparing fraction magnitudes. Fraction mapping assesses students' understanding of part-whole interpretations of fractions; fractions represent the parts of an object or set of objects. Fraction comparison assesses students' understanding of measurement interpretations of fractions; a fraction is a single numerical quantity, not a combination of two whole numbers. Aim: To examine and compare the types of errors made by emergent fraction learners on fraction mapping and comparison tasks. Sample: Grade 4 Chinese students (N = 1036; 577 boys; M age = 9.9 years). Method: We examined performance and identified errors on fraction mapping and comparison tasks. For mapping, students converted pictorial representations into fraction notation. For comparison, they chose the larger of two symbolic fractions. Results: Consistent with curriculum expectations, most students successfully mapped pictorial representations to fraction notation. In contrast, few students were able to accurately compare fraction magnitudes. Within each task, students' errors were consistent across trials, suggesting that they applied systematic but incorrect procedures. However, errors were not consistent between tasks and the correlation between mapping and comparison performance was weak. Conclusion: Emergent fraction learners can acquire part-whole knowledge of fractions without acquiring

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Fraction Symbols and their Relation to Conceptual Knowledge

Cited by 2 publications

References 176 publications

Relations Between Mathematical Vocabulary and Children’s Mathematical Performance

Relations Between Mathematical Vocabulary and Children’s Mathematical Performance

Fraction mapping and fraction comparison skills among grade 4 Chinese students: An error analysis

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