College Developmental Mathematics Students' Understanding of Fraction Operations

Autor/inn/en	Morris, Emily; Bossé, Michael J.; Sevier, John
Titel	College Developmental Mathematics Students' Understanding of Fraction Operations
Quelle	In: International Journal for Mathematics Teaching and Learning, 23 (2022) 2, S.22-39 (18 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1473-0111
Schlagwörter	College Students; Developmental Studies Programs; Remedial Mathematics; Misconceptions; Mathematical Concepts; Fractions; Grade 3; Grade 4; Grade 5; Grade 6; Grade 7; Common Core State Standards; Knowledge Level + Suchen Sie Ihr Suchwort? Collegestudent; Developmental studies; Developmental psychology; Study; Studies; Entwicklungspsychologie; Studium; Missverständnis; Bruchrechnung; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; Common core curriculum; Curriculum; Kerncurriculum; Wissensbasis
Abstract	Students enrolled in post-secondary developmental mathematics courses hold mathematical misunderstandings that begin before their college careers. Specifically, these students struggle with conceptual understanding of fractions, ratios, and proportions. The Common Core State Standards in Mathematics outline standards for K-12 mathematics education. Standards for fractions, ratios, and proportions are found in grades 3-7. Through a research instrument, collegiate developmental mathematics students were investigated regarding their understanding of these standards. It was determined that participants showed evidence of limited knowledge of the examined areas involving fractions, ratios, and proportions. Because it seems that this lack of understanding is rooted early in their educational careers and is continued throughout students' academic careers, it is hoped that this work can be a starting point for future work in this field that may apply to investigating ways to bridge these gaps in mathematical understanding. (As Provided).
Anmerkungen	Centre for Innovation in Mathematics Teaching. 5th Floor Rolle Building, Faculty of Education University of Plymouth, Drake Circus, Plymouth, PL4 8AA, UK. Tel: +44-1752-585346; Fax: +44-1752-585344; e-mail: feedback@cimt.org.uk; Web site: http://www.cimt.org.uk/ijmtl/index.php/IJMTL/about
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01