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A COMPARISON OF DECIMAL - COMMON FRACTION SEQUENCE WITH CONVENTIONAL SEQUENCE FOR FIFTH GRADE ARITHMETIC

George Hayden Willson

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Abstract

In the elementary school systems of the United States, the teaching of arithmetic is the subject of much debate. New programs have been developed with an emphasis in such areas as principles, new content and the downgrading of existing content to earlier grades. Lack of research in the area of sequence indicated the need to compare the decimal-common and common-decimal fraction sequences. The Problem The purpose of the study was to compare the teaching of fractions using the decimal-common and the common-decimal sequences in the areas of total achievement, problem solving-selecting answers, problem solving-selecting equations, problem solving-solving equations, concepts, information, computation, and attitudes. The question to be answered was: Will the teaching of fractions using the decimalcommon fraction sequence produce significant statistical gains over the teaching of fractions using the conventional sequence?

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What this paper is about

In the elementary school systems of the United States, the teaching of arithmetic is the subject of much debate. New programs have been developed with an emphasis in such areas as principles, new content and the downgrading of existing content to earlier grades. Lack of research in the area of sequence indicated the need to compare the decimal-common and common-decimal fraction sequences. The Problem The purpose of the study was to compare the teaching of fractions using the decimal-common and the common-decimal sequences in the areas of total achievement, problem solving-selecting answers, problem solving-selecting equations, problem solving-solving equations, concepts, information, computation, and attitudes. The question to be answered was: Will the teaching of fractions using the decimalcommon fraction sequence produce significant statistical gains over the teaching of fractions using the conventional sequence?

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Available abstract

In the elementary school systems of the United States, the teaching of arithmetic is the subject of much debate. New programs have been developed with an emphasis in such areas as principles, new content and the downgrading of existing content to earlier grades. Lack of research in the area of sequence indicated the need to compare the decimal-common and common-decimal fraction sequences. The Problem The purpose of the study was to compare the teaching of fractions using the decimal-common and the common-decimal sequences in the areas of total achievement, problem solving-selecting answers, problem solving-selecting equations, problem solving-solving equations, concepts, information, computation, and attitudes. The question to be answered was: Will the teaching of fractions using the decimalcommon fraction sequence produce significant statistical gains over the teaching of fractions using the conventional sequence?

Key concepts: Decimal, Fraction (chemistry), Sequence (biology), Arithmetic, Computation, Mathematics, Mathematics education, Computer science

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A COMPARISON OF DECIMAL - COMMON FRACTION SEQUENCE WITH CONVENTIONAL SEQUENCE FOR FIFTH GRADE ARITHMETIC — Research Paper | ScholarLens