Initial Fraction Learning by Fourth- and Fifth-Grade Students: A Comparison of the Effects of Using Commercial Curricula with the Effects of Using the Rational Number Project Curriculum.
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| Title: | Initial Fraction Learning by Fourth- and Fifth-Grade Students: A Comparison of the Effects of Using Commercial Curricula with the Effects of Using the Rational Number Project Curriculum. |
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| Language: | English |
| Authors: | Cramer, Kathleen A., Post, Thomas R., delMas, Robert C. |
| Source: | Journal for Research in Mathematics Education. Mar 2002 33(2):111-144. |
| Peer Reviewed: | Y |
| Page Count: | 34 |
| Publication Date: | 2002 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Academic Achievement, Concept Formation, Curriculum Development, Elementary Education, Fractions, Grade 4, Grade 5, Manipulative Materials, Mathematics Education, Rational Numbers, Teaching Methods |
| ISSN: | 0021-8251 |
| Abstract: | Contrasts student achievement using commercial curricula (CC) for initial fraction learning with that of using the Rational Number Project (RNP) fraction curriculum. Indicates that students using RNP materials had statistically higher mean scores on concepts, order, transfer, and estimation. Interview data showed differences in the quality of students' thinking as they solved order and estimation tasks involving fractions. (Author/KHR) |
| What Works Clearinghouse (WWC) Reviewed: | Does Not Meet Evidence Standards |
| WWC Study Page: | http://ies.ed.gov/ncee/wwc/study/73618 |
| EIS Cited: | ED512043 |
| Entry Date: | 2003 |
| Accession Number: | EJ667025 |
| Database: | ERIC |
| Abstract: | Contrasts student achievement using commercial curricula (CC) for initial fraction learning with that of using the Rational Number Project (RNP) fraction curriculum. Indicates that students using RNP materials had statistically higher mean scores on concepts, order, transfer, and estimation. Interview data showed differences in the quality of students' thinking as they solved order and estimation tasks involving fractions. (Author/KHR) |
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| ISSN: | 0021-8251 |
