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Translating Findings From Cognitive Science to Improve Fraction Learning in the Classroom and the Playground.
Mon, April 12, 4:30 to 6:00pm EDT (4:30 to 6:00pm EDT), SIG Sessions, SIG-Research in Mathematics Education Paper and Symposium SessionsSession Type: Symposium
Abstract
Fractions are a notoriously difficulty content area for students and there is need for research that supports students fraction learning, particularly in diverse/low-income settings. This session includes three studies. First, students’ gestures were examined in fraction problem solving and gestures related to holistic strategies were identified demonstrating a holistic conceptual understanding. Second, the usability of a research-based fraction learning intervention was examined in an authentic school setting. Results showed high usability, indicating feasibility for promoting student learning. Third, an experimental trial of a fraction learning intervention in the schoolyard demonstrated significant impacts on students learning. Together, the studies in this session demonstrate the process of translating insight from cognitive science into intervention work across a variety of contexts.
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Chair
Papers
Gesture Use in a Nonsymbolic and Symbolic Fraction Comparison Task - Alexandria Viegut, University of Wisconsin - Madison; Andrea Marquardt Donovan, University of Wisconsin; Sarah Brown, Boston University; Adele Poser, University of Wisconsin - Madison; Percival Grant Matthews, University of Wisconsin - Madison; Martha W. Alibali, University of Wisconsin - Madison
Examining Teacher Usability of a Fraction Intervention for Struggling Sixth Graders - Nancy C. Jordan, University of Delaware; Nancy I. Dyson, University of Delaware
Fraction Ball: A Playful Learning Intervention That Improves Children's Rational Number Knowledge - Andres Sebastian Bustamante, University of California - Irvine; Kreshnik Begolli, University of California - Irvine; Daniela Alvarez-Vargas, University of California, Irvine; Drew Bailey, University of California - Irvine; Lindsey E. Richland, University of California - Irvine; Lourdes Farag, El Sol Academy; Ivet Gonzalez, El Sol Academy