Evaluating Conceptual and Procedural Learning in Middle School Fraction Interventions

• In Event: Mathematical Thinking and Learning

Abstract

Fraction knowledge is crucial for algebra and later mathematics competencies (NMAP, 2008; Siegler et al. 2012). Students need to learn the conceptual knowledge of fractions to understand numerical properties distinctive of whole number properties (Siegler et al., 2011) as well as procedural knowledge to perform computations to solve problems. Because developing both conceptual and procedural knowledge is essential to fraction learning (NMAP, 2008; Siegler & Pyke, 2013), this systematic review examined the extent to which conceptual and procedural knowledge was embedded in fraction interventions for middle school students with mathematics difficulty (MD). Overall, 32 studies met the inclusion criteria and were reviewed; about half of the studies embedded both types of knowledge, and most studies focused on equivalency and addition.

Author

• Jessica Mao, University of Texas at Austin