A STUDY OF THE EFFICIENCY OF FRACTION INSTRUCTION THROUGH HANDS-ON ACTIVITIES

Pao-Kuei Tsai PhD Students, Graduate Institute of Science Education, National Changhua University of Education Primary Mathematics Domain Coordinator, Hsinchu County Compulsory Education Adversary Group

Abstract: This research is intended to investigate students learning effect in mathematical concept about unit fraction and fractional times by making mathematics lessons toward hands-on concrete materials. That is to say by designing teaching activities of two fractional concepts with Chromo paper and playing cards, students are provided the concrete operative opportunity, and hopely the abstract fractional concepts can be easily conceived. More-over, the designe of experimental course is considered through four core viewpoints of compare and analysis: the development of fraction in the history of Mathematics; the kinds of fraction meaning; the design of teaching material among different curriculum standard; the difficulty of students fraction learning.

Introduction Developing childrens number senses is an important goal of mathematical teaching (National Council of Teachers of Mathematics, 1989; 2000), that is to say, helping students to understanding what numbers mean. For instance, how numbers are related to one another; their relative size; and how they can be thought about and represented in many ways? Number senses are not only referred to whole number, but also to fraction as well. NCTM (2000) has clearly dedicated to help students build a strong awareness of fraction sequences by counting forward and backward of unit fractions. However, why is unit fraction important? What grounds has it standed on? And how should a teacher do in mathematical teaching? There are many researches focusing on explanation of different meaning of fraction (Dickson, Brown & Gibson, 1984; Kieren, 1988; Behr & Post,

1988), or looking into the students learning difficulty and the conception development about fraction (Herslake, 1986; Hart, 1981). From the above literature which has pointed out the fractional meaning of part-whole and has also found students difficulty in deciding where is the whole, especially when there is more than one whole. As a result, the frontline teachers attach importance and deal with this finding in mathematical teaching. Moreover, fractional meaning also includes: quotient, ratio and multiplicative operator et. Kerslake (1986) also points out the need to extend the part of a whole model to include the quotient aspect of a fraction. Whats more, Vergnaud (1983) indicates that fractions involve a new number system based on the multiplicative relationship, not the relatively familiar additive relationship. But how can we reach the ideas of Kerslake and Vergnaud in our mathematics instruction? From the viewpoint of history of mathematics, fraction originated from the idea of sharing, and then developed the unit fraction. However it had gone through a considerable period of time before the recorded symbols of fraction and the expansion of the kinds. Finanlly, understanding fraction can represent the result of a division operation, and developed from measure to calculus. So the key point of fraction learning is that the move from whole number to fractions marks a major transition in the number concept, but this shift in thinking causes difficulty for many students (Behr & Post, 1988; Streefland, 1991). Based on researchers experience in interpreting the indicators of competency of multiplication of whole number , extending the concept of unit from whole number to unit fractions, can successfully shift fractions to whole numbers counting and fraction sequences. Hence, the purpose of this research attempt to combine the fraction concept of unit-fraction and transit the result of a division operation to fractional times, by using above essential elements organize a fractional material on vertical mathematization, that is to said, providing some opportunity to help children to shape, reshape and manipulated fraction as a unit with Chromo paper, and mechanically, comprehendingly, reflectingly the arithmetic on fraction. According the following and reviews in the presentation of fraction in general research or teaching material, we can find they can not depart from

National Science Council of Department of science Education 2003 year Nine year consistent mathematics domain ability target annotation planwhole number of multiplication (NSC92-2522-S-134-002).

the whole even though division of rational number. For example, the presentation of
3 2 1 =1 4 4 2

3/4 2/4

Figure 2. Teaching rational number and decimal concepts, p230231(Behr & Post, 1988) From the language which doubles said that 3 one fourth divide 2 one fourth means 3/4 is 2/4 one and 1/2 times, but the figure As if only attributes finally answer but the non-mathematics significance. Methods Experimental instruction We use the following strategies in this experimental instruction.
1. Emphase big unit and small unit which can be represented a unit fraction.

Fig1. Formatting a piece from a sheet of chromo paper

2. Decomposition and composition with unit fraction in a sheet of chromo

paper.

1/4 1/4 1/4 1/4 Sheet Sheet Sheet Sheet 1/4 1/4 1/4 1/4 Sheet Sheet Sheet Sheet 1/4 1/4 1/4 1/4 Sheet Sheet Sheet Sheet

Fig2. Decomposition and composition in 4 unit-fractions

3. To connect the languages between part-whole and unit fraction Share four parts and take one part Sheets Fig3. The connecting of Part-whole and unit fraction

2 1/4 sheets

4. Creating fraction sequences of unit fraction

.. 1/4 2/4 3/4 4/4 5/4 6/4 7/4 8/4 9/4 10/4

Fig4. Fraction sequence of 1/4

Completing these activities and creating the conception of unit fraction, students can solve the following fractional problems: (1) addition or subtraction of the same denominator; (2) the whole times of fraction, for example
n an n an a; ; a m m m m

5. Creating fractional times between two whole numbers 1 time 1 time 1 time
1 time 3/4 times

Fig5. 12 is 3 times of 4; 8 is 2 times of 4; 7 is one and three fourth times of 4

6. To explain fraction divided fraction and get the result of fraction. For

example, 3/42/4 That is to say, 3 one-fourths divided by 2 one-fourths, so we have the same compared unit, then we only need to count 2 in 3, and obtain one and one second times.
7. To explain fraction time fraction

Fig.6

Fig.7

Fig.8 So far, there are on three points in the experimental course, first it is through hands-on operation on unit-fraction with chromo paper; secondly by using times aspect to interpret the division of two whole numbers; thirdly by applying fractional times to solve multiplication problems of fraction. Test The test questions contain two parts: idea problems and word problems. These questions were constructed by researcher. Students will take the pretest before the course, and the post-test after the course. The idea problems are composite of different tests that have fractional concept coherence. For example: First example
A box has fifteen chocolates. The student who acquires a reward can take three chocolates.

How many boxes are three chocolate? ( ) box A Class leader obtains six chocolates; the assistant squad gets three chocolates, how many boxes of chocolates do they altogether obtain? Tick the reasonable answers. Multiple choices. ( ) Six grains of chocolates adds three grains of chocolate are equal to nine boxes of chocolates that two students own. ( ) Six grains of chocolates add three grains of chocolates are equal to nine. A box of chocolates has fifteen grains, therefore two students obtain nine fifteenths box of chocolates. ( ) A grain is equal to one fifteenth box, therefore nine grains equate in nine of one fifteenths box, hence the students obtain nine fifteenths box of chocolate. ( ) Three grains are equal to one row, and one box divides five rows, every one row is one fifth box. Therefore the class leader obtains two one fifths box, and the assistant squad leader obtains one fifth box, they obtain three fifths box of chocolate.

Second example
Arrange six cherries in rows: 1. Compare with two rows of cherries. How many times is one row of cherries? ( ) times. 2. How many times are twelve cherries by six? ( ) Give your reason: ________________ ______________________________ 1. Add three more cherries to make it into fifteen cherries. How many times are fifteen cherries by six? Tick the reasonable answers. Multiple choices. ( ) Three times. Because it can be arranged in three rows. ( ) Two times. Because it can be only arranged in two rows. ( ) Two times plus three more. Because when it is arranged in two rows, there are still three left, and as it is less than six cherries, so cant be regarded times by one. ( ) Two and three sixths times. Because each row has six cherries but the last row has only three, so cant be regarded times by one, only three sixths times. ( ) There are two sets of three cherries in each row. There is only one set of three in the last rows. Therefore fifteen cherries are two and one seconds times of six.

Third example Each pizza is divided equally into eight pieces, and four pieces becomes a row, like the figure. Then, respectively by the big unit, the small unit and has arranged several row of questions, lets the student fill in the answer, finally ask the students by the open questions to answer the questions again by times. After that take off an entire platoon again and then ask the students again above for consolidastable student the concept which

grasps regarding the unit concept. Then take off a piece from a row, let the students reply about fractional times questions. An example as follows:
Take off a piece of pizza and became the figure to the right. Please answer the following questions: 1. How many pizzas are there in a row? ( ) pizzas 2. How many rows are there? ( ) rows 3. How many pizzas are there in the sum? Write down your answer with times.

The samples The subjects of this research are the fifth grade students of Guan-Ming elementary school in Hsinchu, Taiwan. We pick two classes, one of the classes is the experimental group which adopts the fractional teaching activity in the course, and the other is the contrastive group which takes the original course. Experimental teacher has to do eight weeks sixteen hours preliminary training of experimental course, in order to help teacher familiar with the heart concept and practice strategy of fraction instruction. Statistical testing 1. Independent sample t-test compared experimental/contrast groups for participants. 2. Level of significance was =.05 Results Explanation of fractional times To make excerpts from the tests of students, we show some explanations about the students thought. In fiqure9. The question asks the students use language of times to answer the question, one had written There is three-eighths of pizza in a row, now; there is two and two-thirds rows. Therefore, there should be two and two thirds and three and eighths of pizza. That is to say one pizza. the other descripted the reason similar above.

Fig.9 Other students had utilized the concept of unit fractions but losed the explanation of fractional times (Fig10), or used small unit to solve the questions.

Fig.10 Quantity analysis Comparing the result of two groups of the whole problems in pre-test, the scores of contrastive group are higher than experimental group, but there is not a significant difference between two groups. It appears the same quality in two groups. Through the experimental courses, the scores of experimental group are higher than contrastive group, and there is a significant difference. Comparing the result of two groups of the whole problems in pre-test, the scores of contrastive group are higher than experimental group, but there is not a significant difference between two groups. It appears the same quality in two groups. Through the experimental courses, the scores of experimental group are higher than contrastive group, and there is a significant difference. Table 1: The Whole Problems for Pre-test and Post-test. ExperimentalN=3 ContrastN=32 1 Mean SD Mean SD

Groups

t Value

p Value

Pre-test Post-test
*

18.16 21.23

3.13 3.01

18.72 19.25

3.23 3.24

-.70 2.51

.489 .015*

p =.05

To go a step further, we compare the results of idea problems and word problems, and find that the significant difference only exists in idea problems at Post-test. Table 2: The Idea Problems for Pre-test and Post-test. ExperimentalN=3 ContrastN=32 1 Mean Pre-test Post-test
*

Groups

t Value

p Value

SD 2.64 2.24

Mean 12.84 12.69

SD 2.50 2.70 -.81 3.81 .42 .001*

12.32 15.06

p =.05

Table 3: Word Problems for Pre-test and Post-test. ExperimentalN=3 ContrastN=32 1 Mean Pre-test Post-test
*

Groups

t Value

p Value

SD 1.90 1.66

Mean 5.88 6.56

SD 1.83 1.78 -.08 -.93 .94 .36

5.84 6.16

p =.05 Conclusions

The research results show: (1) Teacher has found herself improved understanding of fraction concepts and teaching performance; (2) Students are interesting in fractional teaching and thought it is easy to learn; (3) Comparing the result of two tests, the scores of experimental group are higher than contrastive team ,and there is a significant difference between

two teams in idea problem. Finally, we believe if teacher uses correct teaching strategy, learning fraction will be no longer a nightmare for students.

Reference Behr M. J. & Post T. R. (1988). Teaching Rational Number and Decimal Concepts. In Post T. R. (Eds.), Teaching mathematics in grades K-8: Research-Based Methods (pp.157-200). Boston, MA: Allyn and Bacon. Dickson L., Brown M. & Gibson O.(1984). Children Learning Mathematics: A Teachers Guide to Recent Research. Oxford, Great Britain, England: Schools Council Publications,pp.274-298 Hart, K. (1981). Childrens Understanding of Mathematics: 11-16. London, John Murray. Kerslake, D. (1986). Fractions: Childrens Strategies and Errors. A report of the strategies and errors in secondary mathematics project. Winder, England: Nfer-Nelson. Kieren T. E. (1988). The rational number constructsits elements and mechanism. IN T. E. (ed.), Recent research on number learning .ERIC/SMEAC, Columbus, pp.125-150 Lesh, R. (1979). Mathematical learning disabilities: consideration for identification, diagnosis, and remediation. In R. Lesh, D. Mierkiewicz, & M. G. KantowskEds., Applied Mathematical Problem Solving. Columbus, OH: ERIC/SMEAC. National Council of Teacher of Mathematics (1989). Curriculum and evaluation standards for school mathematics. Reston, VA: The National Council of Teachers of Mathematics. National Council of Teacher of Mathematics (2000). Principles and standards for school mathematics; Discussion Draft. Reston, VA: The National Council of Teachers of Mathematics. Streenland, L. (1991). Fractions in Realistic Mathematics Education: A Paradigm of Developmental Research. Boston/London, UK: Kluwer Academic Publishers. Vergnaud, G. (1983). Multiplicative structures. In Lesh R. & Landau M. (Eds.), Acquisition of mathematics concepts and processes (pp.127174). Orlando, FL: Academic Press.