Abstract
In recent decades, the teaching and learning of fractions have remained challenging for both teachers and students. This study reviewed fraction curricula in England and Taiwan, revealing a significant disparity that drives an investigation into how these different curricula impact students’ procedural proficiency in fraction addition in these two regions. A comparative analysis of 561 British and 648 Taiwanese students, aged 12 and 13, was conducted using a written test to assess variations in procedural proficiency in fraction addition and explore the extent of these differences. Through thorough coding of students’ strategies employed during the test, the study identifies the persistent impact of whole number bias on procedural proficiency in fraction addition, especially in England. Results show significant differences in proficiency between regions, with Taiwanese students demonstrating greater success in algorithmic application. No significant age-related differences were found within the same educational system, suggesting that mastery of fraction addition does not necessarily improve with age or increased exposure. These findings not only emphasise the need for targeted improvements within educational systems but also underline the importance of further international research to uncover and identify the diverse factors influencing mathematical achievement across different regions.
Published Version
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