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ERIC Number: EJ1395982
Record Type: Journal
Publication Date: 2023
Pages: 19
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0022-0973
EISSN: EISSN-1940-0683
Differences in High- and Low-Performing Students' Fraction Learning in the Fourth Grade
The aim of this longitudinal study was to examine the differences between high- and low-performing students' development of fraction proficiency over a school year and to investigate how those differences were related to instruction in fractions versus instruction in other mathematics topics. The data for this study were drawn from a group of (n = 398) students from 21 fourth-grade classes, from which we formed two subgroups: the 25% highest performing students (n = 99) and the 25% lowest performing students (n = 100), based on their Danish national test scores. The students' fraction proficiency levels were studied over eight months at five measurement time points. A multiple linear regression analysis with random effects was used to model the test scores. The results showed that the high-performing students developed their fraction proficiency during most of the school year--both when instructed in fractions and, more surprisingly, when instructed in other mathematics topics. In contrast, low-performing students only developed their fraction proficiency while being instructed in fractions. Finally, the gap between high- and low-performing students' fraction proficiency widened both when the students were taught lessons on fractions and when they were taught other topics in mathematics.
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 4; Intermediate Grades
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Denmark
Grant or Contract Numbers: N/A