Examining the Differences on Comparing Fraction Size for 5th-Graders between Contextual and Numerical Problems
Keywords:fractional size, transitive strategy, residual strategy, contextual problems, numerical problems
The purpose of this study was to investigate the performance and difference of fifth graders in Taiwan between contextual and numerical fractional problems. 355 students from 7 elementary schools in Southwest area of Taiwan were selected to join this study. The t-test result indicates that the fifth graders performed significantly better on numerical problems than contextual problems when comparing the fractional size. Data also indicates that there are statistically significant differences on the problems of same numerator, same denominator, and transitive problems between situated and numerical problems, except the residual problems.
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