The Impact of Multiple Representations on Students' Understanding of Fraction, Decimal, and Percent: A Mixed-Methods Approach

• In Event: 35.083 - Poster Session 7
  In Poster Session: 35.083-8 - Research in Mathematics Education SIG Poster Session

Abstract

The purpose of this study is to identify common errors that students make when solving problems that involve fractions, decimals, and percents and to examine the impact of multiple mathematical representations on the reduction of those errors. Specifically, we aim to compare the impact of algorithmic versus pictorial representation instruction on students’ academic scores and errors. Students in both multiple representation and traditional algorithmic groups showed higher correct answers in post-test than in pre-test.Teachers’ limited use of pictorial representations may have hindered students in solving problems having non-benchmark percent numbers. This implies that teachers’ appropriate usage of pictorial representations should be guaranteed for the positive impact on student understanding on mathematical concept.

Authors

• SunYoung Han, Sungkyunkwan University

• Raymond Flores, Texas Tech University

• Fethi A. Inan, Texas Tech University