Differences in High- and Low-Performing Students' Fraction Learning in the Fourth Grade

Autor/inn/en	Pedersen, Pernille Ladegaard; Aunio, Pirjo; Sunde, Pernille Bødtker; Bjerre, Mette; Waagepetersen, Rasmus
Titel	Differences in High- and Low-Performing Students' Fraction Learning in the Fourth Grade
Quelle	In: Journal of Experimental Education, 91 (2023) 4, S.636-654 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Pedersen, Pernille Ladegaard) ORCID (Aunio, Pirjo) ORCID (Sunde, Pernille Bødtker) ORCID (Bjerre, Mette) ORCID (Waagepetersen, Rasmus)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0973
DOI	10.1080/00220973.2022.2107603
Schlagwörter	Fractions; Grade 4; Elementary School Students; Mathematics Instruction; Low Achievement; Teaching Methods; Mathematics Tests; Scores; High Achievement; Comparative Analysis; Foreign Countries; Denmark + Suchen Sie Ihr Suchwort? Bruchrechnung; School year 04; 4. Schuljahr; Schuljahr 04; Mathematics lessons; Mathematikunterricht; Unterdurchschnittliche Leistung; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Dänemark
Abstract	The aim of this longitudinal study was to examine the differences between high- and low-performing students' development of fraction proficiency over a school year and to investigate how those differences were related to instruction in fractions versus instruction in other mathematics topics. The data for this study were drawn from a group of (n = 398) students from 21 fourth-grade classes, from which we formed two subgroups: the 25% highest performing students (n = 99) and the 25% lowest performing students (n = 100), based on their Danish national test scores. The students' fraction proficiency levels were studied over eight months at five measurement time points. A multiple linear regression analysis with random effects was used to model the test scores. The results showed that the high-performing students developed their fraction proficiency during most of the school year--both when instructed in fractions and, more surprisingly, when instructed in other mathematics topics. In contrast, low-performing students only developed their fraction proficiency while being instructed in fractions. Finally, the gap between high- and low-performing students' fraction proficiency widened both when the students were taught lessons on fractions and when they were taught other topics in mathematics. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01