Poster #6 - Improving Student Explanations on Fraction Comparison Tasks

• In Event: 61.072 - MTCC Poster Session 13
  In Poster Session: 61.072-1 - Poster Session in Mathematics Teaching and Learning

Abstract

The current study investigates the effect of three instructional scaffolds on the completeness of pre-service teachers' (PST) explanations of fraction comparisons. Participants were given opportunities to revise initial explanations after studying scaffolds. The role of one’s confidence in their initial explanation on revisions was also explored. Participants (N = 87) were randomly assigned to one of three conditions: 1) Correct Examples - complete explanations to study, 2) Error Reflection - explanations clearly marked as incorrect that have missing and incorrect information, and 3) Defining Features – a checklist of steps required in a complete explanation. Preliminary analyses reveal that Correct Example explanations improve explanation completeness more than Error Reflection or Defining Features. Further findings and educational implications will be discussed.

Authors

• Christina Areizaga Barbieri, University of Delaware

• Amanda Jansen, University of Delaware

• Anne K. Morris, University of Delaware

• Courtney P. Martin, University of Delaware