Cheng Cheng

LAI 540
Final Teaching Project
12/12/15

Grade 3 Introductions to Fractions Unit

Abstract
In order to understand a students learning process of 3rd grade Fractions, I
practiced Concrete Representation Abstract instructional approach (CRA) in
my experiment. I conducted three Fraction lessons to three 3rd grade
students. I used interventions that included pre and post assessment,
activities, and mini lesson to experiment and understand how students
understand the concept of Fraction. Data was measured by pre and post
assessment scores, audiotapes, and activities. Analysis was draw from
students thinking strategies, approaches, misconceptions, and
misunderstandings. Results of pre and post assessment were compared per
student to determine the effectiveness of Concrete Representation Abstract
instructional approach (CRA) in this experiment.

I. Introduction
a.

Rationale

My rationale for this experiment is that students understanding of

fundamental concept of fractions in 3rd grade is vitally important for further
mathematical concepts development. In order to understand the concept of
fractions, students should physically interact with concrete manipulatives or
hands on materials, visually interact with representational graphics, and
describing and explaining their understanding of the meaning of fraction
symbols. Therefore, I choose to use Concrete Representation Abstract
instructional approach (CRA) for this experiment. While I implemented this
instructional approach, I also encouraged students to ask questions and

describe their understanding. I made new short questions according to the

level of their current understanding. It made students getting immediate
feedback to redirect their thinking process.

b.

Purpose

Fraction is one of the difficult topics for students to connect the

concept with visual representation, and they also need to transfer the
concept and visual representation into fraction symbol. Transferring concept
into concrete and visual representation is an effortful process before
students can associate the fraction symbol with its concept and meaning.
The ability to understand the meaning of the fraction symbol shows a
students relational understanding of its concept, procedure, connections,
and representation. So, CRA instruction approach would be the major
guidance for my experiment to test the effectiveness of its result.
c.

Research Questions

I will explore the following questions in this paper in terms of my

teaching experiment.
1. How do students understand my topic?
2. Can your teaching strategy help promote students understanding of
my topic?
3. What strategies do students use before and after my intervention?
4. What misconceptions and misunderstanding do my students have
before and after my intervention?

II.

Methods

a.

Participants

I taught 3 fraction lessons to three 3rd grade students from 74 Hamlin

Park Elementary School. The overall academic level of these three students
was medium to low level. The first student is a male (age 8) at a low
academic level, the second student is female (age9) at a low academic level,
and the third student is male (age 8)at a medium academic level. These
three students are all in the same mathematics classroom at school.

b.

Instruments (Pre and post assessment and intervention)

My unit of fractions consists 3 lessons, and each lesson with different

learning objectives. I had once initial visit before I start the lessons. Before
each lesson, I gave students pre assessment and I would take a note based
on their assessment result. I made pre assessment comparatively easier
than post assessment, because I want to see each students improvement
and performance for a harder task. The pre and post assessment focused on
testing students problem solving skills and procedures process thinking.
I also implement some interventions. I first gave mini lessons, hands
on activities, time for students to ask questions, and I made some new short
questions according to their questions and current level of understanding.
When I taught mini lessons, I used mathematical models and manipulative to
demonstrate the concept of Fraction, and I also showed them the procedures
of each steps which construct the representation of Fraction. After short
teaching time, I gave them 2 to 3 hands on activities that help them to

practice the ideal and show their understanding. I only assist them of only
explain my direction but not help them to solve the misconception right the
way. I wait for them to finish the activities, and I let them ask me questions
about procedures, concepts, and misunderstandings. I took a note on their
questions and misunderstandings, and I made one or two questions
accordingly. At the end, I gave them post assessment as their homework.
Lesson1 was an introduction to Fractions, I used a set of fraction circles
(1-12 parts) as a teaching tool to show them that a circle can be divided into
many equal parts. I pointed out one part in each circle, and I ask them to
answer what does this represents, so that they can have a general
understanding of how to say fractions in a standardized form. I wrote down a
problem that asks them about the meaning of 2/5, and they were expected
to explain in their words. The purpose is to connect their thinking process to
the meaning of the fraction symbol. And also I provide pre and post
assessment.
Lesson 2 was focused on equivalent Fractions, I gave them a whole 1/2
parts of circle, a whole1/4 parts of circle, and a whole 1/8 parts of circle. This
is a group activity, I asked these students to make a whole circle use as
many parts as they can, and after they made one circle, they should write
the record of how many 1/2, 1/4, and 1/8 they used to make a whole circle. I
gave them the similar problem as lesson 1 which to explain to me in words
the meaning of 5/6, 4/7, and 5/9.

Lesson 3 was focused on the practice of equivalent Fractions. I asked

each student to fold the rectangle paper into as much equal parts as they
can, and I also asked them to do the same thing with paper circle. I gave
them printed bar graphs to shade the equal parts within each set of bars. For
example, I gave them a set of bar graphs that are 2 parts of one bar, 4 parts
of one bar, 8 parts of one bar.
c. Data Collection
I kept record of their pre and post assessment, and I analyzed their pre
and post assessment scores. I analyzed students writing explanation to
understand their thinking processes. I audiotaped each lesson, so I can
analyze students learning behaviors, misconceptions, and
misunderstandings.
d. Data Analysis
I analyzed students work by looking at the correction rate and incorrect
problems student made on their pre assessment. I evaluated the
explanations in words of the meaning of fractions from each student. The
purpose for their evaluation is that I can see how much this student connects
the meaning and the representation of the Fraction.

III. The Results

a. How do students understand my topic?
I tested students understanding based on pre and post assessment,
describing the meaning of a fraction number in words, fold rectangle and

circle paper, ask questions, and observe their response and behaviors. I
found out that students making sense starting from practicing hands on
manipulative. It takes them more that 5 minutes to play with the object, and
then they can start to build connection between the hands on activities and
visual representation. Each students perspective is different. The first
student saw fraction circle as the sums of triangles, second student saw
fraction circle as sums of lines, and the third students saw fraction circle as a
square box filled with sticks. Each student wrote their description for the
meaning of fraction number by using their own visual approaches. Even
though I taught them to use parts to describe the relationship between
parts and whole. Their own approaches made sense to them.
b. Can your teaching strategy help promote students
understanding of my topic?
I use Concrete Representation Abstract instructional approach (CRA)
for this experiment. I found out that the sequence of Concrete,
Representation, and Abstract approach in this experiment should be
rearranged and depended on each students connection with this approach.
When I introduced the concrete model of fraction circle to teaching their
equivalent fractions. They were actively engaged with play the parts and
make a whole circle. But when I asked them about equivalent parts, they
were not sure how one part can be equal as sums of other parts. So I
stepped back from Concrete strategy to create activity for them to practice
and play the paper circle and rectangle, so that they can gradually find their

connection to the standardized model. For the abstract approach, I asked

them to write or draw the meaning of fraction numbers. This method works
well for these students. Because children lack of standardized vocabularies
or terms to describe a symbol, using drawings helped them to illustrate their
ideas better and clearer. The sequence of CRA can be altered when I was
teaching depending on each students thinking strategy and connection to
the CRA instruction.
c. What strategies do students use before and after my
intervention?
Before intervention, I asked them to write down the meaning of 2/5 in
their words. Dan wrote, The meaning is that is there are 5 triangle and
color 2 triangle. Jessie wrote, The meaning is that it is two in each 5.
Andy didnt write anything, he said: I dont like to write. After they finish
writing I asked them to explain to me about their understanding. Dan told me
that he sees the picture of fraction numbers as triangles, and the problem is
always asking to color the triangles. Jessie showed me her understanding
with drawings. She drew one square box and he drew 5 sticks inside the box.
And she drew me another graphic to explain her understanding. She drew
five small boxes and one triangle inside of one box. Because Andy didnt
write any words or drew any drawings, so I guided him to complete the
sentence of a whole circle separated as 5 parts, and here asking to show 2
parts. So Andy didnt show his strategy on this time.

So asked them gain to confirm how do they see the visual

representation of the fraction. I hold a fraction circle, and I asked them to tell
me what did they see. Dan said he saw triangles, Jessie said she saw square
boxes, and Andy said he saw lines.
After intervention, I wrote down three fraction numbers and I also asked
them write down the meaning of these three fraction numbers in their words
or drawings. Dan wrote all explanation in words. The first two explanation of
the fraction numbers he used lines and triangle to explain the parts of a
circle. The third explanation of the fraction numbers he used parts to
explain the parts of a circle. Jessie drew boxes that represent the
denominator, and she drew sticks inside the each box that represent the
numerator. She also used word for the last problem 5/9. She wrote, 9 has 5
in it. Andy drew fraction circle to explain his understanding. He drew the
right amount of total parts, but he did not draw it evenly. So that when he
colored the parts, it is hard to read.
d. What misconceptions and misunderstanding do my students
have before and after my intervention?
One misunderstanding is the relationship between the fraction symbol
and the graphic representation of fraction. I gave them pre assessment 10
problems to shade the parts represent the fraction. Dan and Jessie did all ten
problems right, Andy had four problems wrong. Andy left the parts supposed
to be shaded, instead he shaded shade the rest of parts that should not be
shaded. One activity I did was that I shade the parts on the fraction circle,

and I asked them to shade the equal parts by shading on fraction bars. They
all did it right. So I asked Andy why on the pre assessment he did not shade
the parts being asked to shade. Andy answered me is that because he white
(blank) part should be seen (shown), not the colored parts. But later he made
his own correction. From Andys pre assessment and the later activity that
shows he knew he should show the same visual representation as the same
meaning of Fractions, but he misunderstood that his actions was not doing
the fraction number told him to do, instead he made a picture which made
sense to him.
According to students writings and drawings of the meaning of the
fraction number. Jessie used three different drawings to represent fraction
number. The first problem was asking her to explain the meaning of 5/6. She
drew 6 boxes that represent the total units, the denominator, and she drew 5
sticks inside each box. From her drawing that shows she does not have an
understanding of the whole. When the denominator gets bigger, she will
draw more boxes. When she drew 5 sticks inside each box, which to me it
represent the multiply visual representation but not fraction representation.
Andy drew fraction circles to represent his visual understanding of fraction.
Because he didnt separate the parts equally, it made me hard to see his
representation. He had the concept of the whole, but he misunderstood that
each parts was showed be equally drawn.

IV.

Discussion & Implication

a. Reflection How can I change my intervention? What did I

learn?
My hypothesis before each class was changed by students response to
my intervention. There are other factors besides teaching strategies affects
how students learn. Students prior knowledge, their learning approaches
and understanding, learning environment, peers reaction, their physical
states. These three students all had medium to low academic level. But it
does not mean their level of understanding is low; it might show that their
learning approaches maybe wrong. During teaching time, I had not much
time to make quick decision, so I picked and chosen my activities and
instrument for their next approach of the topic. I think I need to be more
prepared and aware of their current learning needs. I should prepare more
times of hands on activities. Students like to learn through play and
expression. Giving students the description problem helped them to clarify
their ideas, express their thoughts, increasing the time of thinking. Even
though, students descriptions and drawings shows that they did not
understand the concept, but this activity provide me information to analyze
each students misconception and misunderstanding, learning approach and
habits.
A successful teaching is not only depend on planning, but most of the time
depended on the current state of each students and their peers learning
approaches, connections, communications. Students constantly construct
and deconstruct their thinking. In order to go to the next step, I need to pay

attention to their response and behaviors. So that according to these

phenomena I could find some clues to make hypothesis of students thinking
strategies. And I have to continue test and analyze my hypothesis.
b. Suggestions to teachers
From this experience that I could suggest teachers to take multiple
roles in students learning processing. Being a researcher to investigate each
students unique perspectives and approaches. Study and analyzing their
approaches, and try to connect with your teaching strategy. Expect the
challenges and no answered questions from students. It is a positive sign
that students are asking questions. They all want to learn and know more,
but some of them dont know how. Classroom manage is vitally important.
The physical, psychical, and mental states in each students mind and
behavior affect whole classrooms learning environment. Give students a
safe, warm, and challenge environment is important for all their
developmental stage. Any teaching method is always can be revised depend
on the situation. Teachers should come and be prepared and expect the
unexpected things during classroom.

V. Reflection of Presentation
Two of my group members did their final project of a research-based study.
One member showed a thoroughly representation with analytical data and
graphic. I had data from this experiment, but I didnt prepare slides for visual
analytical data representation that affect the clarity of my presentation.

During the presentation I talked about my lack of class management and

control. Their feedback to me was that I had not enough time to know these
students so that it is hard to know how to manage their behaviors. I also
found that I havent known each students prior knowledge, learning style,
and learning behaviors before I started teaching the lesson. These feedbacks
were very important to rethink about this experiment and helped me to
improve my profession development.

Reference
Mokashi, N. A.. (2009). MATH FAIR: Focus on Fractions. Teaching Children
Mathematics, 15(9), 542551. Retrieved from
http://www.jstor.org/stable/41199349

Criteria
1.
Completeness

Rubric for Paper

Description
Does the paper include all components
required?

Grade
2

Your
Point
2

2.Thoughtfulness

Doestheresponsedrawon,butgobeyondreporting
andsynthesizingtheliterature?

3.Responsiveness

Doestheresponsedemonstrateclearunderstanding
ofthetopicbeingaddressed?
Doesthepresentationinthepaperfollowalogical
development?Istheevidenceprovidedadequateto
supporthis/herinterpretationofstudent
understanding?Doestheauthorprovideimplications
forteacherstoconsider?
Doestheauthorsuseoflinguisticconventions
(grammar,syntax,organization)andoflanguage
enablethereadertofollowtheargument?

4.Effectiveness

5.Clarityof
communication
Total

2
2

2
2
1.5

2
1.5
2
10