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An exploratory study of fifth-grade ...

Smith, Scott.

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An exploratory study of fifth-grade students' reasoning about the relationship between fractions and decimals when using number line-based virtual manipulatives.

Record Type:	Electronic resources : Monograph/item
Title/Author:	An exploratory study of fifth-grade students' reasoning about the relationship between fractions and decimals when using number line-based virtual manipulatives./
Author:	Smith, Scott.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
Description:	176 p.
Notes:	Source: Dissertation Abstracts International, Volume: 78-08(E), Section: A.
Contained By:	Dissertation Abstracts International78-08A(E).
Subject:	Mathematics education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10260884
ISBN:	9781369659320

An exploratory study of fifth-grade students' reasoning about the relationship between fractions and decimals when using number line-based virtual manipulatives.
Smith, Scott.

An exploratory study of fifth-grade students' reasoning about the relationship between fractions and decimals when using number line-based virtual manipulatives. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 176 p.

Source: Dissertation Abstracts International, Volume: 78-08(E), Section: A.

Thesis (Ph.D.)--Utah State University, 2017.

Understanding the relationship between fractions and decimals is an important step in developing an overall understanding of rational numbers. Research has demonstrated the feasibility of technology in the form of virtual manipulatives for facilitating students' meaningful understanding of rational number concepts. This exploratory dissertation study was conducted for the two closely related purposes: first, to investigate a sample of fifth-grade students' reasoning regarding the relationship between fractions and decimals for fractions with terminating decimal representations while using virtual manipulative incorporating parallel number lines; second, to investigate the affordances of the virtual manipulatives for supporting the students' reasoning about the decimal-fraction relationship.

ISBN: 9781369659320Subjects--Topical Terms:

641129
Mathematics education.

An exploratory study of fifth-grade students' reasoning about the relationship between fractions and decimals when using number line-based virtual manipulatives.
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020 $a 9781369659320
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100 1 $a Smith, Scott. $3 3289835
245 1 3 $a An exploratory study of fifth-grade students' reasoning about the relationship between fractions and decimals when using number line-based virtual manipulatives.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2017
300 $a 176 p.
500 $a Source: Dissertation Abstracts International, Volume: 78-08(E), Section: A.
500 $a Advisers: Yanghee Kim; Patricia Moyer-Packenham.
502 $a Thesis (Ph.D.)--Utah State University, 2017.
520 $a Understanding the relationship between fractions and decimals is an important step in developing an overall understanding of rational numbers. Research has demonstrated the feasibility of technology in the form of virtual manipulatives for facilitating students' meaningful understanding of rational number concepts. This exploratory dissertation study was conducted for the two closely related purposes: first, to investigate a sample of fifth-grade students' reasoning regarding the relationship between fractions and decimals for fractions with terminating decimal representations while using virtual manipulative incorporating parallel number lines; second, to investigate the affordances of the virtual manipulatives for supporting the students' reasoning about the decimal-fraction relationship.
520 $a The study employed qualitative methods in which the researcher collected and analyzed data from fifth-grade students' verbal explanations, hand gestures, and mouse cursor motions. During the course of the study, four fifth-grade students participated in an initial clinical interview, five task-based clinical interviews while using the number line-based virtual manipulatives, and a final clinical interview. The researcher coded the data into categories that indicated the students' synthetic models, their strategies for converting between fractions and decimals, and evidence of students' accessing the affordances of the virtual manipulatives (e.g., students' hand gestures, mouse cursor motions, and verbal explanations).
520 $a The study yielded results regarding the students' conceptions of the decimal-fraction relationship. The students' synthetic models primarily showed their recognition of the relationship between the unit fraction 1/8 and its decimal 0.125. Additionally, the students used a diversity of strategies for converting between fractions and decimals. Moreover, results indicate that the pattern of strategies students used for conversions of decimals to fractions was different from the pattern of strategies students used for conversions of fractions to decimals. The study also yielded results for the affordances of the virtual manipulatives for supporting the students' reasoning regarding the decimal-fraction relationship. The analysis of students' hand gestures, mouse cursor motions, and verbal explanations revealed the affordances of alignment and partition of the virtual manipulatives for supporting the students' reasoning about the decimal-fraction relationship. Additionally, the results indicate that the students drew on the affordances of alignment and partition more frequently during decimal to fraction conversions than during fraction to decimal conversions.
590 $a School code: 0241.
650 4 $a Mathematics education. $3 641129
690 $a 0280
710 2 $a Utah State University. $b Instructional Technology. $3 1026135
773 0 $t Dissertation Abstracts International $g 78-08A(E).
790 $a 0241
791 $a Ph.D.
792 $a 2017
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10260884