Keywords

fractions, fraction models, set model, area model, linear model, fraction concepts

Abstract

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.

Notes

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Graduation Date

2005

Semester

Spring

Advisor

Dixon, Juli

Degree

Master of Arts (M.A.)

College

College of Education

Department

Teaching and Learning Principles

Degree Program

K-8 Mathematics and Science Education

Format

application/pdf

Identifier

CFE0000552

URL

http://purl.fcla.edu/fcla/etd/CFE0000551

Language

English

Release Date

May 2005

Length of Campus-only Access

None

Access Status

Masters Thesis (Open Access)

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