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Improving Children's Knowledge of Fraction Magnitudes
Lisa K Fazio1, Casey A Kennedy1, Robert S Siegler1,2
1Department of Psychology, Carnegie Mellon University, Pittsburgh, PA, United States of America.
Plos One
|October 22, 2016
Summary
Playing a computerized fraction game significantly improved fourth and fifth-graders' fraction magnitude understanding. The game, emphasizing number line estimates and feedback, led to substantial learning gains.
Area of Science:
- Cognitive Psychology
- Educational Psychology
- Mathematics Education
Background:
- Effective fraction instruction is crucial for mathematical development.
- The Common Core State Standards (CCSS) suggest specific approaches for teaching fractions.
- Integrating psychological theories with educational standards can enhance learning interventions.
Purpose of the Study:
- To evaluate the impact of a computerized fraction game on children's fraction magnitude understanding.
- To test if a game based on integrated numerical development theory and CCSS recommendations improves fraction skills.
- To assess the role of feedback in learning fraction number line representations.
Main Methods:
- Fourth and fifth-grade students participated in a brief (under 15 minutes) computerized intervention using the 'Catch the Monster with Fractions' game.
- Participants received instruction on unit fractions and practiced estimating fraction locations on a number line with accuracy feedback.
- A control group practiced number line estimates without feedback in a second, more rigorous study.
Main Results:
- Children demonstrated significant improvements in fraction number line estimates, magnitude comparisons, and recall accuracy from pretest to posttest.
- The experimental group showed large gains, while the control group exhibited no significant improvement.
- The results indicate that feedback and emphasis on fraction magnitudes are key components for learning.
Conclusions:
- Computerized interventions emphasizing fraction magnitudes can effectively improve children's understanding.
- The study validates the use of psychological theories to evaluate and inform educational standards like the CCSS.
- Targeted practice with feedback on number line representations is a promising method for fraction instruction.
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