Show simple item record

dc.contributor.authorNicolaou, Aphroditeen
dc.contributor.authorPitta-Pantazi, Demetraen
dc.creatorNicolaou, Aphroditeen
dc.creatorPitta-Pantazi, Demetraen
dc.date.accessioned2017-07-27T10:42:46Z
dc.date.available2017-07-27T10:42:46Z
dc.date.issued2016
dc.identifier.urihttps://gnosis.library.ucy.ac.cy/handle/7/38324
dc.description.abstractThis article examines whether the 7 abilities found in a previous study carried out by the authors to constitute fraction understanding of sixth grade elementary school students determine hierarchical levels of fraction understanding. The 7 abilities were as follows: (a) fraction recognition, (b) definitions and mathematical explanations for fractions, (c) argumentations and justifications about fractions, (d) relative magnitude of fractions, (e) representations of fractions, (f) connections of fractions with decimals, percentages, and division, and (g) reflection during the solution of fraction problems. The sample comprised of 182 sixth grade students that were clustered into 3 categories by means of latent class analysis: those of low fraction understanding, those of medium fraction understanding, and those of high fraction understanding. It was found that low fraction understanding students were sufficient in fraction recognition and relative magnitude of fractions, those belonging to the medium category in fraction recognition, relative magnitude of fractions, as well as in connections with decimals, percentages and division and representations of fractions, while high fraction understanding students were sufficient in all 7 abilities. It was also found that these levels were stable across time; the hierarchical levels were the same across three measurements that took place. Possible implications for fraction understanding are discussed, and directions for future research are drawn.en
dc.sourceInternational Journal of Science and Mathematics Educationen
dc.source.urihttps://www.scopus.com/inward/record.uri?eid=2-s2.0-84919935358&doi=10.1007%2fs10763-014-9603-4&partnerID=40&md5=49619f619d4d206e687a03c0a6dedd46
dc.titleHierarchical Levels of Abilities that Constitute Fraction Understanding at Elementary Schoolen
dc.typeinfo:eu-repo/semantics/article
dc.identifier.doi10.1007/s10763-014-9603-4
dc.description.volume14
dc.description.issue4
dc.description.startingpage757
dc.description.endingpage776
dc.author.facultyΣχολή Κοινωνικών Επιστημών και Επιστημών Αγωγής / Faculty of Social Sciences and Education
dc.author.departmentΤμήμα Επιστημών της Αγωγής / Department of Education
dc.type.uhtypeArticleen
dc.source.abbreviationInt.J.Sci.Math.Educ.
dc.source.otherScopus
dc.contributor.orcidPitta-Pantazi, Demetra [0000-0002-9580-5674]


Files in this item

FilesSizeFormatView

There are no files associated with this item.

This item appears in the following Collection(s)

Show simple item record