Details

Autor(en) / Beteiligte

• Namkung, Jessica M.
• Fuchs, Lynn S.
• Koziol, Natalie

Titel

Does initial learning about the meaning of fractions present similar challenges for students with and without adequate whole-number skill?

Ist Teil von

• Learning and individual differences, 2018-01, Vol.61, p.151-157

Ort / Verlag

United States: Elsevier Inc

Erscheinungsjahr

2018

Link zum Volltext

Quelle

Alma/SFX Local Collection

Beschreibungen/Notizen

• The purposes of this study were to (a) explore whether early fractions understanding at 4th grade is differentially challenging for students with versus without adequate whole-number competence and (b) identify specific whole-number skill associated with difficulty in fractions understanding. Based on initial whole-number competence, 1,108 4th graders were classified as having (a) adequate whole-number competence (n=775), (b) less severe whole-number difficulty (n=201), and (c) severe whole-number difficulty (n=132). At the end of 4th grade, they were assessed on fractions understanding and further classified as with versus without difficulty in fractions understanding. Multi-level logistic regression indicated that compared to students with adequate whole-number competence, those with less severe whole-number difficulty were almost 5 times as likely to experience difficulty with fractions understanding whereas those with severe whole-number difficulty were about 32 times as likely to experience difficulty with fractions understanding. Students with severe whole-number difficulty were about 7 times as likely to experience difficulty with fractions understanding compared to those with less severe whole-number difficulty. Among students with adequate whole-number competence, the pretest whole-number skill distinguishing those with versus without difficulty in fractions understanding was basic division facts (i.e., 2-digit dividend÷1-digit divisor) and simple multiplication (i.e., 3-digit×1-digit without regrouping). The role of whole-number competence in developing initial fractions understanding and implications for instruction are discussed. •Difficulty in initial fractions understanding differs as a function of students’ whole-number competence.•Whole-number competence facilitates, rather than hinder, initial fractions understanding.•Mastery of whole-number skill is foundational to initial fractions understanding.•Competence with basic division facts and simple multiplication was associated with difficulty in fractions understanding.