Abstract
Research has shown that fraction magnitude and whole number division are important precursors to learning and understanding fractions. Deaf and hard-of-hearing (DHH) students are consistently challenged with learning fractions from K-12 through college. Sixty DHH college students were tested for both their understanding of magnitude between two fractions and their ability to calculate whole number division. The results showed that both understanding the magnitude between two fractions and whole number division are significantly associated with accurately calculating arithmetic functions of fractions with like denominators and different denominators that required them to add, subtract, multiply, and divide two fractions. Understanding fraction magnitude and whole number division were also significantly associated with their self-rated confidence of math performance with fractions. Tangentially, DHH college students’ English reading ability was significantly, but modestly associated with their fraction performance.
Highlights
1.1 Introduce the ProblemEarly mathematical knowledge and skills especially in the area of fractions and whole number division are extremely important to know in order to survive upper level mathematics courses (Seigler et al, 2012)
To examine whether there is an association between Deaf and hard-of-hearing (DHH) college students’ understanding of magnitude of fractions and fraction skills, a mixed between-within subjects ANOVA was conducted to assess any differences between the three groups based on those who scored low, middle, and high on the 16-item test of magnitude comparison and their performance on two 20-item tests consisting of like denominators and different denominators that required them to add, subtract, multiply, and divide two fractions
1) Research Question 1: DHH college students’ understanding of fraction magnitude was clearly associated with calculating arithmetic functions on fractions with like and different denominators accounting for 47% of the variance in performance
Summary
Mathematical knowledge and skills especially in the area of fractions and whole number division are extremely important to know in order to survive upper level mathematics courses (Seigler et al, 2012). Research shows that young students who fall behind with fractions and whole number division skills will stay behind throughout high school (Seigler et al, 2012). Since fraction skills are critically important for students, it is time to have serious discussions with math educators on how to improve the teaching and learning of fractions. Thomas (2010) examined the relationship between fractions and a first year 9th grade algebra course. She administered a fraction pretest that measures procedural and conceptual fraction knowledge to 107 9th graders enrolled in her Algebra 1 classes.
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