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Title page for ETD etd-06052014-114527

Type of Document Dissertation
Author Malone, Amelia Schneider
Author's Email Address amelia.malone@vanderbilt.edu
URN etd-06052014-114527
Title Error Patterns in Ordering Fractions among At-Risk Fourth-Grade Students
Degree PhD
Department Special Education
Advisory Committee
Advisor Name Title
Lynn S. Fuchs Committee Chair
Bethany Rittle-Johnson Committee Member
Donald Comptom Committee Member
Douglas Fuchs Committee Member
Kimberly Paulsen Committee Member
  • special education
  • mathematics education
  • error analysis
Date of Defense 2010-06-02
Availability unrestricted
The study had four purposes: (a) to describe fraction ordering errors among 227 at-risk 4th-grade students; (b) to examine performance differences among 3 cohorts; (c) to determine whether errors differed by problem type; and (d) to assess the effect of part-whole and measurement understanding on the probability of committing errors. Students completed a 9-item ordering test. There were no performance differences among cohorts. Students correctly answered 19% of problems. Same numerator problems were easier than problems with different numerators and different denominators. Part-whole and measurement understanding significantly predicted the probability of correctly answering a problem, although measurement understanding had a greater effect. The most common error was whole number ordering errors. This error was just as likely on both problem types. Superior measurement understanding dramatically decreased whole number ordering errors, but part-whole understanding had no significant effect. Smallest denominator – biggest fraction ordering errors infrequently occurred. Practical implications are discussed.
  Filename       Size       Approximate Download Time (Hours:Minutes:Seconds) 
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  MaloneREV.pdf 363.33 Kb 00:01:40 00:00:51 00:00:45 00:00:22 00:00:01

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