dc.contributor.author Nicolaou, Aphrodite en dc.contributor.author Pitta-Pantazi, Demetra en dc.creator Nicolaou, Aphrodite en dc.creator Pitta-Pantazi, Demetra en dc.date.accessioned 2017-07-27T10:42:46Z dc.date.available 2017-07-27T10:42:46Z dc.date.issued 2016 dc.identifier.uri https://gnosis.library.ucy.ac.cy/handle/7/38324 dc.description.abstract This 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.source International Journal of Science and Mathematics Education en dc.source.uri https://www.scopus.com/inward/record.uri?eid=2-s2.0-84919935358&doi=10.1007%2fs10763-014-9603-4&partnerID=40&md5=49619f619d4d206e687a03c0a6dedd46 dc.title Hierarchical Levels of Abilities that Constitute Fraction Understanding at Elementary School en dc.type info:eu-repo/semantics/article dc.identifier.doi 10.1007/s10763-014-9603-4 dc.description.volume 14 dc.description.issue 4 dc.description.startingpage 757 dc.description.endingpage 776 dc.author.faculty Σχολή Κοινωνικών Επιστημών και Επιστημών Αγωγής / Faculty of Social Sciences and Education dc.author.department Τμήμα Επιστημών της Αγωγής / Department of Education dc.type.uhtype Article en dc.source.abbreviation Int.J.Sci.Math.Educ. dc.source.other Scopus dc.contributor.orcid Pitta-Pantazi, Demetra [0000-0002-9580-5674]
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