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ERIC Number: ED563363
Record Type: Non-Journal
Publication Date: 2013
Pages: 13
Abstractor: ERIC
Reference Count: 10
Middle-Grade Students' Misconceptions about the Graphical Representation of Simple Fractions: An Assessment from the Eliciting Mathematical Misconceptions Project (EM[superscript 2])
Clements, Peggy; Buffington, Pamela; Tobey, Cheryl
Society for Research on Educational Effectiveness
Rational number concepts underpin many topics in advanced mathematics and understanding these concepts is a prerequisite for students' success in high-school level courses. Students with rational number misconceptions that are not diagnosed and remediated in the middle grades are likely to encounter difficulty in high-school mathematics courses. The goal of the Eliciting Mathematical Concepts (EM[superscript 2]) project is to develop diagnostic assessments that target rational number misconceptions that research indicates are common among middle-grades students. EM[superscript 2] is working with multiple school districts in New England to administer the assessments in classroom settings. There are two representing "fractions assessments." This abstract provides a brief overview of the (EM[superscript 2]) project. Tables and figures are appended.
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail:; Web site:
Publication Type: Tests/Questionnaires; Reports - Research
Education Level: Middle Schools; Secondary Education; Junior High Schools; Grade 5; Intermediate Grades; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Society for Research on Educational Effectiveness (SREE)