Transitioning Students From The Area Model To The Number Line Model When Developing Fraction Comparison Strategies
Date of Graduation
Master of Science in Education in Elementary Education
Childhood Education and Family Studies
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.
area models, common numerator and denominator, comparing fraction strategies, fraction concepts, iterating, gap reasoning, linear models, number lines, partitioning, residual reasoning, visual models
Elementary Education and Teaching
© Joann Elaine Barnett
Barnett, Joann Elaine, "Transitioning Students From The Area Model To The Number Line Model When Developing Fraction Comparison Strategies" (2016). MSU Graduate Theses. 2950.