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ERIC Number: EJ870638
Record Type: Journal
Publication Date: 2009
Pages: 32
Abstractor: As Provided
Reference Count: 26
ISBN: N/A
ISSN: ISSN-1098-6065
Efficacy of Different Concrete Models for Teaching the Part-Whole Construct for Fractions
Cramer, Kathleen; Wyberg, Terry
Mathematical Thinking and Learning: An International Journal, v11 n4 p226-257 2009
The effectiveness of different concrete and pictorial models on students' understanding of the part-whole construct for fractions was investigated. Using interview data from fourth and fifth grade students from three different districts that adopted the "Mathematics Trailblazers" series, authors identified strengths and limitations of models used. Pattern blocks had limited value in aiding students' construction of mental images for the part-whole model as well as limited value in building meaning for adding and subtracting fractions. A paper fraction chart based on a paper folding model supported students' ability to order fractions with same numerators but was less useful in helping students on estimation tasks. The dot paper model and chips did not support fifth grade students' initial understanding of the algorithm. (Contains 8 figures and 5 tables.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 4; Grade 5
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
IES Cited: ED512043