Student Performance on Real-World and Formal Mathematical Fraction Items

• In Event: Learning and Instruction

Abstract

The authors investigated how real-world and formal mathematical contexts affected student performance on fraction items. The sample included 544 tests matched pretest to posttest (n = 202 fourth grade, 136 fifth grade, and 206 sixth grade). Quantitative analysis of multiple-choice responses suggests that over the school year, student performance improved for formal mathematical items, but not for real-world items. In fact, sixth graders performed better on these items at pretest than at posttest. Additional qualitative analysis of a restricted response item indicates that students who connected the real-world context to area models performed better on both the item and the overall test.

Authors

• Amy Michelle Olson, Duquesne University

• Christine Calderon Vriesema, The University of Arizona

• Jacob A Davidson