Fractions, Number Lines, &amp; Third Graders

Cramer, Kathleen A.; Ahrendt, Sue; Monson, Debra; Wyberg, Terry; Colum, Karen

doi:10.5951/teacchilmath.24.3.0190

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Building Connections1

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2023

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Cited by 5 publications

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“…Ahrendt 2020). The number line is one of the models examined by this project, and it provides students a space to discuss ideas and extend their prior fraction understandings of unit, partitioning, order, and equivalence (Cramer et al 2017).…”

Section: Building Connectionsmentioning

confidence: 99%

Promoting Discourse: Fractions on Number Lines

Ahrendt

Monson

Cramer

2021

Mathematics Teacher: Learning and Teaching PK-12

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Section: Building Connectionsmentioning

confidence: 99%

Promoting Discourse: Fractions on Number Lines

Ahrendt

Monson

Cramer

2021

Mathematics Teacher: Learning and Teaching PK-12

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Flexible Thinking with Double Number Lines

Nabb¹

2022

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Fifth graders’ understanding of fractions on the number line

Witherspoon

2019

School Sci & Mathematics

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The goal of this research was to examine fifth graders' understanding of fractions on the number line. This case-study design focused on the various ways that students represented fractions on number lines. Students responded to task-based interview questions by identifying fractions as a number on the number line as well as equivalency and problem solving. The tasks were administered individually to 26 fifth-grade students over a 15-minute time frame in their respective schools. The two groups of 10-year-old students answered most questions in written form with pencil and paper and were often asked to explain how they arrived at an answer. Student performance was highest when instructed to plot ½ on a number line of 0 to 1 as well as naming a fraction less than ½. The students performed lowest when they attempted to plot ½, ¼, and 1 on a number line with a predetermined unit 0 to 1/3. Other low performing concepts consisted of plotting ¼ on a number line from 0-3, identifying ¼ on a non-routine number line, and plotting a unit fraction with an equivalent fraction as well as an improper fraction on a common number line. K E Y W O R D Sconceptual understanding, fifth graders, fractions, number line

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Fractions, Number Lines, & Third Graders

Abstract: Working with this challenging model helped students in urban classrooms in a large Midwestern city develop robust mathematical understandings.

Cited by 5 publications

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Promoting Discourse: Fractions on Number Lines

Promoting Discourse: Fractions on Number Lines

Flexible Thinking with Double Number Lines

Fifth graders’ understanding of fractions on the number line

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