Is a Picture Worth 1,000 Words? Investigating Fraction Magnitude Knowledge through Analysis of Student Representations

Autor/inn/en	Morano, Stephanie; Riccomini, Paul J.
Titel	Is a Picture Worth 1,000 Words? Investigating Fraction Magnitude Knowledge through Analysis of Student Representations
Quelle	In: Assessment for Effective Intervention, 46 (2020) 1, S.27-38 (12 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Morano, Stephanie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-5084
DOI	10.1177/1534508418820697
Schlagwörter	Visual Aids; Fractions; Middle School Students; Students with Disabilities; Learning Disabilities; National Competency Tests; Mathematics Tests; Scores; Mathematics Skills; Visualization; Problem Solving; Mathematical Models; Item Response Theory; National Assessment of Educational Progress + Suchen Sie Ihr Suchwort? Anschauungsmaterial; Bruchrechnung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Disability; Disabilities; Studentin; Behinderung; Learning handicap; Lernbehinderung; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Visualisation; Visualisierung; Problemlösen; Mathematical model; Mathematisches Modell; Item-Response-Theorie
Abstract	The present study examines the features and quality of visual representations (VRs) created by middle school students with learning disabilities and difficulties in mathematics in response to a released fraction item from the National Assessment of Educational Progress (NAEP). Relations between VR quality and scores on other measures of fraction knowledge are also investigated. Results show that students used circular area models most frequently to represent the NAEP item, but used bar models most accurately. Based on results, bar models may be the most efficient and effective area model VRs for use in fractions instruction. Representation quality was associated with problem-solving accuracy, as well as with performance on fraction number line estimation and fraction magnitude comparison. Implications for practice are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01