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AN ACTION RESEARCH STUDY INVOLVING FIFTH-GRADE STUDENTS LEARNING FRACTIONS THROUGH A SITUATIVE PERSPECTIVE WITH STORY PROBLEMS

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Date Issued:
2005
Abstract/Description:
ABSTRACT The purpose of this action research study was to investigate the affects of teaching through a situative perspective with story problems on students' understanding of fraction concepts and operations in my fifth-grade mathematics classroom. Students participated in twelve weeks of instruction. Data was collected in the form of pre and post tests, audiotaped and videotaped recordings of instructional sessions, and student work samples. Data analysis revealed that my students constructed their own knowledge about various fraction concepts and operations because students engaged in discussions, after solving story problems, that developed, extended and restructured their knowledge. One example of this occurred after students had solved an equal-sharing problem. Two students came up with different answers and another student explained why both answers were equivalent. Student work samples and post test results indicated that the one student's explanation was understood, adopted and extended by all the students in my class. The data also revealed that students' pictures typically represented the context and action of the story problems. For example, subtraction problems dealing with length were usually represented by number lines or horizontal rectangles with crossed-out markings to show the subtraction operation. Throughout this research study, I discovered that my students were capable of learning from each other and solving problems for which they have no preconceived algorithm. I also learned that analyzing students' work and listening to their discussions in ways that focused on their thinking, not their answers, provided me with information about what my students were grasping and not grasping.
Title: AN ACTION RESEARCH STUDY INVOLVING FIFTH-GRADE STUDENTS LEARNING FRACTIONS THROUGH A SITUATIVE PERSPECTIVE WITH STORY PROBLEMS.
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Name(s): Allen, Colleen, Author
Dixon, Juli, Committee Chair
University of Central Florida, Degree Grantor
Type of Resource: text
Date Issued: 2005
Publisher: University of Central Florida
Language(s): English
Abstract/Description: ABSTRACT The purpose of this action research study was to investigate the affects of teaching through a situative perspective with story problems on students' understanding of fraction concepts and operations in my fifth-grade mathematics classroom. Students participated in twelve weeks of instruction. Data was collected in the form of pre and post tests, audiotaped and videotaped recordings of instructional sessions, and student work samples. Data analysis revealed that my students constructed their own knowledge about various fraction concepts and operations because students engaged in discussions, after solving story problems, that developed, extended and restructured their knowledge. One example of this occurred after students had solved an equal-sharing problem. Two students came up with different answers and another student explained why both answers were equivalent. Student work samples and post test results indicated that the one student's explanation was understood, adopted and extended by all the students in my class. The data also revealed that students' pictures typically represented the context and action of the story problems. For example, subtraction problems dealing with length were usually represented by number lines or horizontal rectangles with crossed-out markings to show the subtraction operation. Throughout this research study, I discovered that my students were capable of learning from each other and solving problems for which they have no preconceived algorithm. I also learned that analyzing students' work and listening to their discussions in ways that focused on their thinking, not their answers, provided me with information about what my students were grasping and not grasping.
Identifier: CFE0000538 (IID), ucf:46423 (fedora)
Note(s): 2005-05-01
M Ed
Education, Department of Teaching and Learning Principles
Masters
This record was generated from author submitted information.
Subject(s): situative perspective
fraction
communication
discourse
constructivism
pedagogy
content knowledge
equal-sharing
story problems
action research
fifth-grade
reasoning
justifying
problem-solving
informal knowledge
fraction research
fraction operations
fraction concepts
conceptual understanding
mathematics research
mathematics education
Persistent Link to This Record: http://purl.flvc.org/ucf/fd/CFE0000538
Restrictions on Access: public
Host Institution: UCF

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