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Influence of using context supportive of the area model on sixth grade students' performance when writing word problems for fraction subtraction and multiplication

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Date Issued:
2011
Abstract/Description:
The purpose of this action research study was to evaluate my own practice of teaching writing word problems with fraction subtraction and fraction multiplication using appropriate context. I wanted to see how focusing my instruction on the use of the area model and manipulatives could develop students' understanding of fractions when writing word problems. I chose this topic because Florida has adopted the Common Core State Standards and will be implementing them in the coming years. These standards encourage the development of deeper understanding of mathematics, including fractions. I hoped this research would give my students the opportunity to make sense of fraction subtraction and fraction multiplication word problems on a deeper level, while giving me insight into my own practice in teaching context within word problems. Through this study, I learned that my students continued to switch the context of subtraction with multiplication within word problems. Students did make clear gains in their writing of fraction subtraction and fraction multiplication word problems. Although there is a limited amount of research on students mixing their context within fraction word problems, this study offers additional insight into a teacher's practice with writing fraction word problems.
Title: Influence of using context supportive of the area model on sixth grade students' performance when writing word problems for fraction subtraction and multiplication.
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Name(s): Friske, Monica, Author
Dixon, Juli, Committee Chair
Andreasen, Janet, Committee Member
Ortiz, Enrique, Committee Member
, Committee Member
University of Central Florida, Degree Grantor
Type of Resource: text
Date Issued: 2011
Publisher: University of Central Florida
Language(s): English
Abstract/Description: The purpose of this action research study was to evaluate my own practice of teaching writing word problems with fraction subtraction and fraction multiplication using appropriate context. I wanted to see how focusing my instruction on the use of the area model and manipulatives could develop students' understanding of fractions when writing word problems. I chose this topic because Florida has adopted the Common Core State Standards and will be implementing them in the coming years. These standards encourage the development of deeper understanding of mathematics, including fractions. I hoped this research would give my students the opportunity to make sense of fraction subtraction and fraction multiplication word problems on a deeper level, while giving me insight into my own practice in teaching context within word problems. Through this study, I learned that my students continued to switch the context of subtraction with multiplication within word problems. Students did make clear gains in their writing of fraction subtraction and fraction multiplication word problems. Although there is a limited amount of research on students mixing their context within fraction word problems, this study offers additional insight into a teacher's practice with writing fraction word problems.
Identifier: CFE0004111 (IID), ucf:49112 (fedora)
Note(s): 2011-12-01
M.Ed.
Education, Teaching, Learning and Leadership
Masters
This record was generated from author submitted information.
Subject(s): area model -- fraction word problems -- fraction subtraction in context -- fraction multiplication in context
Persistent Link to This Record: http://purl.flvc.org/ucf/fd/CFE0004111
Restrictions on Access: public 2011-12-15
Host Institution: UCF

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