دورية أكاديمية
Differences in High- and Low-Performing Students' Fraction Learning in the Fourth Grade
| العنوان: | Differences in High- and Low-Performing Students' Fraction Learning in the Fourth Grade |
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| اللغة: | English |
| المؤلفون: | Pedersen, Pernille Ladegaard (ORCID |
| المصدر: | Journal of Experimental Education. 2023 91(4):636-654. |
| الإتاحة: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 19 |
| تاريخ النشر: | 2023 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Grade 4 Intermediate Grades |
| Descriptors: | Fractions, Grade 4, Elementary School Students, Mathematics Instruction, Low Achievement, Teaching Methods, Mathematics Tests, Scores, High Achievement, Comparative Analysis, Foreign Countries |
| مصطلحات جغرافية: | Denmark |
| DOI: | 10.1080/00220973.2022.2107603 |
| تدمد: | 0022-0973 1940-0683 |
| مستخلص: | 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. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| رقم الأكسشن: | EJ1395982 |
| قاعدة البيانات: | ERIC |
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Full Text Finder | تدمد: | 0022-0973 1940-0683 |
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| DOI: | 10.1080/00220973.2022.2107603 |