fractions, fraction models, set model, area model, linear model, fraction concepts
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.
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Master of Arts (M.A.)
College of Education
Teaching and Learning Principles
K-8 Mathematics and Science Education
Length of Campus-only Access
Masters Thesis (Open Access)
Hull, Lynette, "Fraction Models That Promote Understanding For Elementary Students" (2005). Electronic Theses and Dissertations. 336.