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Early elementary students' fractional understanding : examination of cases from a multi-year longitudinal study.
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Abstract:
For more than three decades fractions have been considered critical and foundational, yet they represent a challenge for teaching and learning higher mathematics by students, teachers, and teacher educators. The purpose of the study was to investigate early elementary students' understanding of fractions and growth in thinking about fractional concepts over multiple years. This research study analyzed data from a larger longitudinal research study that was conducted from 2007 to 2013 with students from kindergarten to third grade. The study used purposeful criterion sampling to select student cases to gain insight into students' fractional understanding and thinking. This study employed an explanatory multiple case study design to examine ten early elementary students' fractional understanding after they had participated in the larger longitudinal research study for at least three years. Each student was examined as a separate case before cross-case analysis was conducted to reveal common themes and patterns. The study explored the relationship between early elementary students' understanding and the use of manipulatives to teach fractional concepts such as part-whole partitioning, fair share, unitizing, and equivalence over time. Findings of the study relate to what early elementary students know and understand about fractions such as understanding of one-half, interference of whole number knowledge, and difficulties with symbolic representation of fractions. The study also presents findings that relate to the relationship between use of manipulatives and students' fractional understanding in terms of selection and efficiency of various manipulatives. Results of the study also examined the growth in students' thinking about fractions over time. This research study aimed to provide an understanding of the relationship between students' fractional thinking and use of manipulatives to better focus classroom instruction for deeper impact. The researcher discusses the implications in relation to curriculum, use of manipulatives, and development of students' understanding of fractions. ; Ph.D.
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Keyword:
Case studies; Early elementary; Fractional understanding; Longitudinal study; Manipulatives
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URL: http://hdl.handle.net/2104/9162
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| 5 |
Impact of genetic counseling and Connexin-26 and Connexin-30 testing on deaf identity and comprehension of genetic test results in a sample of deaf adults: a prospective, longitudinal study.
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In: PloS one, vol 9, iss 11 (2014)
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| 6 |
Using NCES Surveys to Understand the Experiences of Immigrant-Origin Students
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| 7 |
Infant language development is related to the acquisition of walking.
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In: Developmental psychology, vol 50, iss 2 (2014)
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| 8 |
Measuring the voice of disciplinarity in scientific writing: A longitudinal exploration of experienced writers in geology
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In: ISSN: 0889-4906 ; English for Specific Purposes ; https://hal.uca.fr/hal-01015090 ; English for Specific Purposes, Elsevier, 2014, 34, pp.14-25. ⟨10.1016/j.esp.2013.10.001⟩ (2014)
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| 9 |
Transcribing less to study more : how do we make longitudinal spontaneous data more effective ?
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In: 13th International Congress for the Study of Child Language ; https://halshs.archives-ouvertes.fr/halshs-01411432 ; 13th International Congress for the Study of Child Language, Jul 2014, Amsterdam, Netherlands (2014)
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Die Ki.SSES-PROLUBA Längsschnittstudie: Entwicklungsstand zur Einschulung von Kindern mit sonderpädagogischem Förderbedarf „Sprache“ bei separierender und integrativer Beschulung ...
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| 11 |
Die Ki.SSES-PROLUBA Längsschnittstudie: Entwicklungsstand zur Einschulung von Kindern mit sonderpädagogischem Förderbedarf „Sprache“ bei separierender und integrativer Beschulung
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In: Sallat, Stephan [Hrsg.]; Spreer, Markus [Hrsg.]; Glück, Christian W. [Hrsg.]: Sprache professionell fördern. Idstein : Schulz-Kirchner Verlag 2014, S. 402-415 (2014)
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| 12 |
Teaching Mathematics Using Standards-Based and Traditional Curricula: A Case of Variable Ideas
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In: Mathematics, Statistics and Computer Science Faculty Research and Publications (2014)
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| 13 |
Early Word Recognition and Later Language Skills
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In: Brain Sciences ; Volume 4 ; Issue 4 ; Pages 532-559 (2014)
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| 15 |
The medical schools outcomes database project: Australian medical student characteristics
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| 16 |
The relation between morphological awareness and reading and spelling in Greek: a longitudinal study
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In: Symplectic Elements at Oxford ; Web of Science (Lite) (http://apps.webofknowledge.com/summary.do) ; Scopus (http://www.scopus.com/home.url) ; CrossRef (2014)
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| 17 |
The relation between morphological awareness and reading and spelling in Greek: A longitudinal study
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In: Symplectic Elements at Oxford ; Scopus (http://www.scopus.com/home.url) (2014)
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| 18 |
The effect of parents' literacy skills and children's preliteracy skills on the risk of dyslexia
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In: Symplectic Elements at Oxford ; Scopus (http://www.scopus.com/home.url) (2014)
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| 19 |
The connection between children's knowledge and use of grapho-phonic and morphemic units in written text and their learning at school.
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In: Symplectic Elements at Oxford ; Europe PubMed Central ; PubMed (http://www.ncbi.nlm.nih.gov/pubmed/) ; Web of Science (Lite) (http://apps.webofknowledge.com/summary.do) ; Scopus (http://www.scopus.com/home.url) ; CrossRef (2014)
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| 20 |
The Effect of Parents' Literacy Skills and Children's Preliteracy Skills on the Risk of Dyslexia.
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In: Symplectic Elements at Oxford ; Europe PubMed Central ; PubMed (http://www.ncbi.nlm.nih.gov/pubmed/) ; Scopus (http://www.scopus.com/home.url) ; CrossRef ; Added by author ; ORA review team (2014)
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