Type of Culminating Activity
Master of Arts in Education, Curriculum and Instruction
Jonathan Brendefur, Ph.D.
A study was conducted in two 4th grade classrooms based on current research of foundational concepts of fraction and decimal knowledge, socio-cultural learning theory, cognition and international mathematics education. The goal of this study was for students to acquire conceptual and procedural knowledge of fraction and decimal concepts. When students have multiple experiences delving into rigorous tasks with fractions and decimals, researchers (Lamon, 2006; Siegler & Alibali 2005) suggest students will show an increase in understanding. Cognition and developmental stages were examined and incorporated within the suggested tasks of the instructional unit. With assistance from current research, this study demonstrated students showed significant gains from pre to post assessment. This study provided information that determined students acquired a stronger foundation and a deeper understanding of decimals and fractions, preparing them for middle and high school mathematics.
Appleton, Sarah J., "Conceptual Understanding of Fractions and Decimals for Fourth Grade Students" (2012). Boise State University Theses and Dissertations. Paper 288.