Identifier

etd-07022013-090004

Degree

Master of Natural Sciences (MNS)

Department

Natural Sciences (Interdepartmental Program)

Document Type

Thesis

Abstract

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

Date

2013

Document Availability at the Time of Submission

Release the entire work immediately for access worldwide.

Committee Chair

Madden, James

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