Fractions: Could They Really Be the Gatekeeper's Doorman?

Autor/inn/en	Booth, Julie L.; Newton, Kristie J.
Titel	Fractions: Could They Really Be the Gatekeeper's Doorman?
Quelle	In: Contemporary Educational Psychology, 37 (2012) 4, S.247-253 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0361-476X
DOI	10.1016/j.cedpsych.2012.07.001
Schlagwörter	Evidence; Numbers; Algebra; Middle School Students; Mathematics Instruction; Mathematics Achievement; Teaching Methods; Theories; Secondary Education + Suchen Sie Ihr Suchwort? Evidenz; Zahlenraum; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Mathematics lessons; Mathematikunterricht; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Teaching method; Lehrmethode; Unterrichtsmethode; Theory; Theorie; Sekundarbereich
Abstract	The National Mathematics Advisory Panel (NMAP, 2008) asserts that a foundational knowledge of fractions is crucial for students' success in algebra; however, empirical evidence for this claim is relatively nonexistent. In the present study, we examine the impact of middle school students' fraction and whole number magnitude knowledge on various components of their algebra readiness. Results suggest that fraction knowledge is related to algebra readiness, more so than number magnitude knowledge in general; students' magnitude knowledge of unit fractions (i.e., those with a numerator of 1) appears particularly important. Findings confirm the intuition of the NMAP (2008) and support the recommendation of the Common Core Standards (National Governors Association Center for Best Practices (NGA Center), 2010) that students' fraction knowledge should be cultivated using number lines. (Contains 3 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10