Malone Amelia S, Fuchs Lynn S
1 Department of Special Education, Vanderbilt University, Nashville, TN, USA.
J Learn Disabil. 2017 May/Jun;50(3):337-352. doi: 10.1177/0022219416629647. Epub 2016 Aug 3.
The three purposes of this study were to (a) describe fraction ordering errors among at-risk fourth grade students, (b) assess the effect of part-whole understanding and accuracy of fraction magnitude estimation on the probability of committing errors, and (c) examine the effect of students' ability to explain comparing problems on the probability of committing errors. Students ( N = 227) completed a nine-item ordering test. A high proportion (81%) of problems were completed incorrectly. Most (65%) errors were due to students misapplying whole number logic to fractions. Fraction-magnitude estimation skill, but not part-whole understanding, significantly predicted the probability of committing this type of error. Implications for practice are discussed.
（a）描述有风险的四年级学生在分数排序方面的错误；（b）评估部分-整体理解和分数大小估计准确性对犯错概率的影响；（c）检验学生解释比较问题的能力对犯错概率的影响。学生（N = 227）完成了一项包含九个项目的排序测试。很大一部分（81%）问题回答错误。大多数（65%）错误是由于学生将整数逻辑错误地应用于分数。分数大小估计技能而非部分-整体理解能显著预测犯此类错误的概率。文中讨论了对实践的启示。
