EDMAG8S Assessment Task 2 Using insights from research to support planning for mathematics teaching and learning ‘Annotated Bibliography Fuchs, L. S., Schumacher, R. F., Long, J., Namkung, J, Hamlett, CL, Girino, P.T., Changas, P. (2013) Improving at-isk learners’ understanding of fractions. Journal of Educational Psychology, 105(3), 683-700. doi:10.1037/a0032446 In this rice, Fuchs etal investigate the outcomes ofan intervention devised to increase tisk Grad Wlidenis' understanding of general and equivalent —> (c. ‘actions; These students were selected from beneath the 35” percentile ona prior assessment. The interventions employed were drected by a model of ‘mathematic teaching by Geary (2004), focusing on procedural and conceptual understanding, and learning that relies on foundational abities and domsin- general mathematical ski. The intervention design comprised the following 1o counteract for imitations inthe learning of factions: developing automaticity with ‘marker fractions in connection to fractional values, teaching effective strategies for patoning measurement interpretation actives, simplifying explanations through the language used, and delivering e structure to suppor students in ‘employing attentive behaviour. Research findings displayed that understanding of |, _measurementin equivalent fractions is vital. Additionally, speci interventions can be constructed to counterbalance liitaions experienced by a-isk leamers. _Precicors linked with fraction learning encompass attentive behaviour, [bfocessing speed, listening comprehension and working memory. The successfuiness of findings inthe study alowed forthe achievement for atisk leamers io be improved when teachers itis foundational abilities and general ‘mathematical skis. This was based on a significant improvement in elements _2dcressed inthe intervention design, as wal as representing, ordering, comparing _/ fractions and placement of fractions on a number inespeeitie «denominator. Student motivation increased, allowing a sense of enthusiasm, ‘Stephenie Mero 's00203604 Gabriel, F., Coché, F., Szues, D., Caretta, V., Rey, B., & Content, A. (2012). Developing Children's Understanding of Fractions: An Intervention Study. Mind, Brain, and Education, 63), 137-146, In this aricle, Gabrial et al. conduct an intervention study. The inition was to ) the commencement of factonatainment dung Grades and The study had)" Hent ‘2 control group which undertook typical raction-based lessons, and the intervention group engaged in only the designed fractions activites (placing @ focus on equivalent factions). The intervention compised five ard games that ‘were fracions-based and played in small groups of three tofve children. One game was engaged in each week, with the second lesson encompassing increased diffcully, Children were encouraged to use pre-cut wooden disks to ~ahipulat, Fepresent and compare fractions, and an identical pre-test and post- test wore comple. Research findings displayed thatthe intvantion group had “Improved conceptual undersianding comprising Comparison, estimation and “Fumber ings. Students developed a sounder knowledge of the connection between “one” as a unit and fractions, made fewer errors in comparison to the control group (specifically regarding arithmetic operations) and exhibited “Improvement in performing addition and subtraction using @ common > Inferwention ‘competence and mastery. The control group, however, ony displayed improvement in procedural understanding due to the emphasis on mechanical Jeaming procedures and poor use of representations and manipulatives. ‘Mamede, E., & Oliveira, M. (2011), Issues on children's ideas of fractions when ‘quotient interpretation is used. In Proceedings of 7th Congress of the European Society for Research in Mathematics Education. Polbnia: Rzeszéw. “The objective ofthis atl Isto comprehend chidrenslundarstanding of fractions) —> When Using quotient interpretation. The intervention tok place in a primary school classroom with 7-¥@arold Gilde who had not yet been expose to racions “The intervention was quatatve and experimental in that the teaching methods used were nat typical for aching fractions 1 Grade 1 chiren. The mentStephanie Mert ‘oozmseet ‘presentation of fractions was learned by chidren and they were challenged to ‘ids alongside verbal teaching, Research findings established that children can comprehend fractions when they are introduced in quotient situations, Ordering _2ppeared to assist children in grasping the inverse afflation amongst the disor ‘end the quotiont with a common dividend. Children grasped fractions using ‘Symbolic representation when using quotient interpretation, which involved constant ference tothe numerator and denominator. When division was, required, children successfully used the methods of partitioning and = [stn > produce equal parts, however, this became diffcultwhen : asked to partition continuous amounts. Overall, this displayed the possibilities of success that can be achieved through approaching the teaching of fractions in an atypical manner. 4 Susanne Scharnagl, Petra Evanschitzky, Judith Streb, Manfred Spitzer, & Katrin Hill. (2014). Sixth Graders Benefit from Educational Software when Learning ‘about Fractions: A Controlled Classroom study. Numeracy, 7(1) 4 ‘The purpose of the study was to investigate the effectiveness of educational web~ “based sofware when teaching and leaning the mathematical tpic of fractions during Grade 6. The study focussed on adding end subtracting fractions, where the intervention group used the educational software, and the contra group used ‘racitonal teaching methods. This study used a specific online software program, \whose characteristics and contents can be generalised to most other online programs. Teachers used the program to produce, arrange and analyse tasks that were competed during schol and for homework. These tasks were personae) Ube ‘osuitthe diferent needs and achievement level of students, and each task was (on, separated into steps followed by valuable feedback: Research findings displayed 7 ‘hat the intervention group achieved betta overall post-test scores compared with the control group, highlighting that the web-based program did enhance the ‘mathematical learning of fractions The intervention showed an optimal benef for‘Stophario Meret 0203521 students with lower mathematics-related anxiety and those with an already sound: level of mathematics achievement. lack of simple arthmetic understanding was found to hinder the further attainment of knowledge when adding and subtracting fractions using the web-based program. Students reported high lovele of ‘enjoyment and motivation when using technology to learn, and it was commonly § Eel stated thatthe immeciate feedback alowed students to recognise enors and.) ("9 develop required strategies. Van Steenbrugge, H., Remillard, J, Verschaffe,L, Valcke, M., & Desoete, A (2015). Teaching Fractions in Elementary School. An Observational Study. The Elementary Schoo Journal, 116(1), 49-7. andes ‘The purpose of his study was to analyse how fractions are taught inGrade 4, |v uchicws hile simuitaneously being centred around five forms of instruction. The analysis ‘of teaching fractions-based lessons focused on Whole lass and individual teaching, and fve forms of instruction that were acclaimed in prior iterature; _sdng to students’ informal knowledge, offering students opportunites to apply and deliberate other strategies, using visual representations, allowing students to ‘evaluate the logically of an answer or practise estimating to predict, and utising (| realistic contextual activites. The elements of fractions that were taughtin he/she 8 study comprised ordering and comparing faction, the association amongst . fractions and decimals and equivalent fractions. Research fnaings displayed that " p the instructional recommendations onthe teaching an leaming of ractons were rolacted a mid extent inthe study, deste pior research asserting is numerous banefis. A significant nding, however, was that a certain numberof instructions were required to address each element successful due tothe Aifering complex and citfcly. Fewer inetuctons were needed for ordering “and comparing fractions, and equivalent fractions, whereas greater instructions _ wore required when teaching th ink between fractions and decimal, Findings also concluded that while whole class teaching was useful fo al forms of insuction, individual teaching was benefcal for indvial practise of applying diferent strategies, using visual representations, and estimatingSummary of research Ags regareh fadiegs regarch 9 swrranie Meroe how shudlenti” leave trocar S0020see Sunhesis ofReseareh Findings 97.2) Ye rnpirccrtior lor teaching Wie each aril had unique objective, purpose, ard age group, sila themes can be observed. The benefit of using visuel activity-based learning and. ‘manipulatives was presented by Mamede & Oliveira (2011) and Gabriel etal (2012), They put forward that using visual tools such as PowerPoint sides, Worksheets and concrete materials assists students with understanding ‘equivalent fractions locating fractions on a number line, ordering, comparing, ‘adding, subtracting and partitioning fractions. Moreover, Gabriel etal (2012) utilised visual card games, and Scharnagl et al (2014) exploited the use of technology through a web-based program. Using technology allowed for individual student needs to be met through personalisation and immediate feedback Evidence suggested that by utlising these visual tools, students’ levels of listening comprehension, motivation and mastery increased. Fuchs etal (2013) and Gabriel etal (2012) emphasise thatconceptual Understanding alongside foundational general mathematical skils are central fo {urther developing an understanding of fractions. A lack of basic arithmetic Understanding was found to impede this, specially when adding and subtracting fractions. Procedural understanding, however, is best achieved through traditional mechanical learning. Van Steenbrugge et al (2015) and Schamagl et al (2014) additonaly established that whole class teaching is beneficial for all types of instruction, however individual teaching aids individual practise when exercising strategies, using visual tools and estimating, The content put forward by Van ‘Stoenbrugge et al (2015) acts as a summary, a it reports the beneft of using aifferent forms of instruction and strategies that address various aspects of teaching fractions. An anomaly present in the iteratureis the absence of research ‘about how fractions are taught in Kindergarten and Grades 2 and 3.