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FRACTION MODELS THAT PROMOTE UNDERSTANDING FOR ELEMENTARY STUDENTS

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Date Issued:
2005
Abstract/Description:
This study examined the use of the set, area, and linear models of fraction representation to enhance elementary students' conceptual understanding of fractions. Students' preferences regarding the set, area, and linear models of fractions during independent work was also investigated. This study took place in a 5th grade class consisting of 21 students in a suburban public elementary school. Students participated in classroom activities which required them to use manipulatives to represent fractions using the set, area, and linear models. Students also had experiences using the models to investigate equivalent fractions, compare fractions, and perform operations. Students maintained journals throughout the study, completed a pre and post assessment, participated in class discussions, and participated in individual interviews concerning their fraction model preference. Analysis of the data revealed an increase in conceptual understanding. The data concerning student preferences were inconsistent, as students' choices during independent work did not always reflect the preferences indicated in the interviews.
Title: FRACTION MODELS THAT PROMOTE UNDERSTANDING FOR ELEMENTARY STUDENTS.
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Name(s): Hull, Lynette, 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: This study examined the use of the set, area, and linear models of fraction representation to enhance elementary students' conceptual understanding of fractions. Students' preferences regarding the set, area, and linear models of fractions during independent work was also investigated. This study took place in a 5th grade class consisting of 21 students in a suburban public elementary school. Students participated in classroom activities which required them to use manipulatives to represent fractions using the set, area, and linear models. Students also had experiences using the models to investigate equivalent fractions, compare fractions, and perform operations. Students maintained journals throughout the study, completed a pre and post assessment, participated in class discussions, and participated in individual interviews concerning their fraction model preference. Analysis of the data revealed an increase in conceptual understanding. The data concerning student preferences were inconsistent, as students' choices during independent work did not always reflect the preferences indicated in the interviews.
Identifier: CFE0000552 (IID), ucf:46428 (fedora)
Note(s): 2005-05-01
M.A.
Education, Department of Teaching and Learning Principles
Masters
This record was generated from author submitted information.
Subject(s): fractions
fraction models
set model
area model
linear model
fraction concepts
Persistent Link to This Record: http://purl.flvc.org/ucf/fd/CFE0000552
Restrictions on Access: public
Host Institution: UCF

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