Abstract
In this research, a new test for understanding simple fractions has been developed for students at the beginning of lower secondary education. In many countries, mathematics education in Grade 5 builds on elementary students’ developing concepts of fractions. Understanding fractions causes many difficulties for students, and research on mental representations of fractions suggests that different visualizations may be helpful in teaching and learning. The sample consisted of 124 5th-grade students, and the reliability of the test proved to be high (alpha=.95). Out of the three types of visualization, the pie chart was the easiest to recognize, and 1/2 (half) proved to be the easiest, and 1/3 (one-third) the most difficult to be recognized. The type of visualization has a stronger effect on students’ performance than the type of fraction (unit versus non-unit fractions). Most surprisingly, students were better at recognizing 2/4 and 2/3 than their unit fraction counterparts, 1/2 and 1/3. The test was supplemented by questions on attitude towards learning fractions.
Highlights
Understanding fractions causes many difficulties for students, and research on mental representations of fractions suggests that different visualizations may be helpful in teaching and learning
Conceptual understanding of fractions is among the greatest challenges in mathematics classes students face during their school years, while the topic is of utmost importance for later success in mathematics (Torbeyns et al, 2015)
(1) Understanding non-unit fractions based on the conceptual understanding of unit fractions; (2) building connections between fraction names and mental representations, and (3) connecting fractions to other fields of mathematics, such as arithmetic, proportional reasoning, and geometry
Summary
Conceptual understanding of fractions is among the greatest challenges in mathematics classes students face during their school years, while the topic is of utmost importance for later success in mathematics (Torbeyns et al, 2015). The difficulties concerning the conceptual understanding of fractions have been addressed by many scholars (e.g., Vamvakoussi et al, 2012; Vosniadou & Verschaffel, 2004). After the slow and playful fostering of the conceptual understanding of fractions in the elementary school years, grade 5 textbooks may expect children to understand non-unit fractions as both the multiples of unit fractions and the quotient of two integers. In grade 5 teaching fractions may be built on exaggerated expectations about what students already learned in previous years
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: Eurasia Journal of Mathematics, Science and Technology Education
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
