Traditional Algorithmic Versus Multiple Representations: Impact on Students' Achievement With Fractions, Decimals, and Percents

• In Event: Poster Session 1
  In Poster Session: Division C Section 1c Poster Session: Research in Mathematics Education

Abstract

This study examined the impact of two teaching approaches (i.e., multiple representation instruction (MR) and traditional algorithmic instruction (TA)) on students’ achievement on problems that integrated fractions, decimals, and percents. The study employed a 2 x 2 cross-over design where the impact of the two teaching approaches and their sequences on student achievement were compared. Participants were 89 seventh grade students enrolled in pre-algebra course sections from an urban middle school in Midwestern U.S. Results indicated gains in achievement from both teaching approaches (i.e., MR and TA) however, a statistically significant higher achievement gain was found with the traditional algorithmic teaching approach. In terms of the order of teaching approaches, no significant differences were found in terms of achievement gains.

Authors

• Raymond Flores, Texas Tech University

• Fethi A. Inan, Texas Tech University

• SunYoung Han, Sungkyunkwan University

• Esther Koontz