The study had four purposes: (a) to describe fraction ordering errors among 227 at-risk 4th-grade students; (b) to examine performance differences among 3 cohorts; (c) to determine whether errors differed by problem type; and (d) to assess the effect of part-whole and measurement understanding on the probability of committing errors. Students completed a 9-item ordering test. There were no performance differences among cohorts. Students correctly answered 19% of problems. Same numerator problems were easier than problems with different numerators and different denominators. Part-whole and measurement understanding significantly predicted the probability of correctly answering a problem, although measurement understanding had a greater effect. The most common error was whole number ordering errors. This error was just as likely on both problem types. Superior measurement understanding dramatically decreased whole number ordering errors, but part-whole understanding had no significant effect. Smallest denominator biggest fraction ordering errors infrequently occurred. Practical implications are discussed.
| Identifer | oai:union.ndltd.org:VANDERBILT/oai:VANDERBILTETD:etd-06052014-114527 |
| Date | 13 June 2014 |
| Creators | Malone, Amelia Schneider |
| Contributors | Lynn S. Fuchs, Douglas Fuchs, Donald Comptom, Kimberly Paulsen, Bethany Rittle-Johnson |
| Publisher | VANDERBILT |
| Source Sets | Vanderbilt University Theses |
| Language | English |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | http://etd.library.vanderbilt.edu/available/etd-06052014-114527/ |
| Rights | restrictone, I hereby certify that, if appropriate, I have obtained and attached hereto a written permission statement from the owner(s) of each third party copyrighted matter to be included in my thesis, dissertation, or project report, allowing distribution as specified below. I certify that the version I submitted is the same as that approved by my advisory committee. I hereby grant to Vanderbilt University or its agents the non-exclusive license to archive and make accessible, under the conditions specified below, my thesis, dissertation, or project report in whole or in part in all forms of media, now or hereafter known. I retain all other ownership rights to the copyright of the thesis, dissertation or project report. I also retain the right to use in future works (such as articles or books) all or part of this thesis, dissertation, or project report. |
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