A COMPARISON OF THREE METHODS OF TEACHING FRACTIONS TO OLDER SLOW‐LEARNERS

Abstract

This study was designed to compare the relative efficiency of three methods of presenting and teaching fractions to slow learners at the secondary stage of education. Thirty‐six first‐year pupils took part in the experiment and were divided into three groups of 12 for instruction in fractions for 14 periods of 40 minutes. Each group was taught by a different method, viz: Group A, was taught in a formal, traditional method Group B, used the Cuisenaire (unimodel) material Group C, used multi‐model materials specially constructed for teaching fractions to slow learners. At the beginning of the experiment the groups were equivalent in age, intelligence, arithmetical attainment, attainment in fractions, conceptual understanding of fractions, in adjustment to school, attitudes to learning fractions, and socio‐economic status. On re‐assessment on six of the variables at the end of the experiment it was found that each group had improved in each of the six variables tested. When considering all the results obtained it was concluded that the multi‐model method was the most effective method of teaching fractions to slow learning children at the secondary stage. This method was found to have particular advantage in creating a favourable attitude to learning fractions and in promoting a sound conceptual understanding of fractions. It also produced the greatest mean gain in fraction computation, and seemed to have some slight advantage in aiding the adjustment of pupils to school.