Master of Natural Sciences (MNS)
Natural Sciences (Interdepartmental Program)
The Common Core State Standards place special emphasis on developing fraction proficiency and the use of the number line, especially in grades three through five, whereas the previously mandated “Louisiana Comprehensive Curriculum” put lower priority on fractions and gave little attention to the number line as a model for fractions. The present study was performed in several 6th-grade math classrooms in rural Louisiana. We piloted fraction proficiency tests that were intended to check basic vocabulary and student access to various fraction models, as expected in the Common Core. Some strong error patterns were observed. They might be related to difference between the curricula. Recent work independent of this thesis discovered remarkably similar error patterns in California 6th-graders. The net outcome of this work is a step toward the design of better tests of fraction proficiency
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Release the entire work immediately for access worldwide.
Bass, Jeanne Elizabeth, "Fraction proficiency and the number line" (2013). LSU Master's Theses. 4276.