Date of Graduation

Summer 2016

Degree

Master of Science in Education in Elementary Education

Department

Childhood Education and Family Studies

Committee Chair

Diana Piccolo

Keywords

area models, common numerator and denominator, comparing fraction strategies, fraction concepts, iterating, gap reasoning, linear models, number lines, partitioning, residual reasoning, visual models

Subject Categories

Elementary Education and Teaching

Abstract

In this study, 21 participants (control and treatment) were examined based on differences between their abilities to use a variety of strategies to compare fractions after considering the fractions' approximate positions on a number line. A pre-post test and interviews were conducted in Fall 2015 and Spring 2016. Results showed greater gains for the treatment group than the control group in their ability to correctly estimate a fractions' position on the number line and to count fractional intervals on the number line. Even after students in the treatment group developed the ability to correctly place fractions on a number line, these students did not see the number line as a tool to use for comparing fractions, and preferred to use other strategies instead, even faulty strategies.

Copyright

© Joann Elaine Barnett

Open Access

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