Initial Fraction Learning by Fourth- and Fifth-Grade Students: A Comparison of the Effects of Using Commercial Curricula with the Effects of Using the Rational Number Project Curriculum.

Cramer, Kathleen A.; Post, Thomas R.; delMas, Robert C.

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Peer reviewed

ERIC Number: EJ667025

Record Type: Journal

Publication Date: 2002

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0021-8251

EISSN: N/A

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Initial Fraction Learning by Fourth- and Fifth-Grade Students: A Comparison of the Effects of Using Commercial Curricula with the Effects of Using the Rational Number Project Curriculum.

Cramer, Kathleen A.; Post, Thomas R.; delMas, Robert C.

Journal for Research in Mathematics Education, v33 n2 p111-44 Mar 2002

Contrasts student achievement using commercial curricula (CC) for initial fraction learning with that of using the Rational Number Project (RNP) fraction curriculum. Indicates that students using RNP materials had statistically higher mean scores on concepts, order, transfer, and estimation. Interview data showed differences in the quality of students' thinking as they solved order and estimation tasks involving fractions. (Author/KHR)

Descriptors: Academic Achievement, Concept Formation, Curriculum Development, Elementary Education, Fractions, Grade 4, Grade 5, Manipulative Materials, Mathematics Education, Rational Numbers, Teaching Methods

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A

What Works Clearinghouse Reviewed: Does Not Meet Evidence Standards

WWC Study Page: http://ies.ed.gov/ncee/wwc/study/73618

IES Cited: ED512043

Author Affiliations: N/A