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eBook details

• Title: Investigating the Relationship Between Fraction Proficiency and Success in Algebra (Report)
• Author : Australian Mathematics Teacher
• Release Date : January 22, 2007
• Genre: Education,Books,Professional & Technical,
• Pages : * pages
• Size : 209 KB

Description

Editors' note: This article continues the discussion of fractions and algebra by the same authors, whose review of the relevant literature was published in Issue 3, 2007. The authors now describe the results of a study that investigated the relationship between algebra students' proficiency with fractions and their success in algebra. Teachers all over the world are aware that students struggle with fractional concepts and with elementary algebra. Support for this assertion can be found in a variety of research reports. The National Assessment of Educational Progress (NAEP), a United States report, indicates that students have recurrently demonstrated a lack of proficiency in these areas over the past twenty years (NCES, 2000). An analysis of the 1990 NAEP in mathematics achievement found that only 46 percent of all high school seniors demonstrated success with a grasp of decimals, percentages, fractions, and simple algebra (Mullis, Dossey, Owen & Phillips, 1991). The inability to perform basic operations on common fractions has led to error patterns that emerge in learning algebra. Problems can arise when students attempt to apply misunderstood shortcuts, learned with fractions, to situations involving algebra (Laursen, 1978). Cross-multiplying when dividing fractions, for example, has the potential for creating future problems. These difficulties suggest that understanding the structure of arithmetic should be a prerequisite to understanding the structure of algebra.

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