Teaching Fraction-to-Decimal Translation Using the Number Line

被引：0

作者：

Rojo, Megan ^{[1
,3
]}

King, Sarah G. ^{[2
]}

Doabler, Christian T. ^{[2
]}

机构：

[1] Univ North Texas, Denton, TX USA

[2] Univ Texas Austin, Austin, TX USA

[3] Univ North Texas, Dept Educ Psychol, 1300 West Highland St, Denton, TX 76201 USA

来源：

INTERVENTION IN SCHOOL AND CLINIC | 2024年 / 59卷 / 03期

关键词：

at-risk students; mathematics; skills; strategies; intervention(s); 1ST-GRADE STUDENTS; WHOLE NUMBER; MATHEMATICS; REPRESENTATIONS; INSTRUCTION; PREDICTORS; CHILDREN;

D O I：

10.1177/10534512231156884

中图分类号：

G76 [特殊教育];

学科分类号：

040109 ;

摘要：

Rational number proficiency is predictive of later mathematics achievement, especially for rigorous mathematics courses, such as Algebra I. Students with learning disabilities (LD) in mathematics struggle to make adequate progress on rational number concepts and skills that lay the foundation for successfully completing secondary mathematics courses. However, recent research has demonstrated that utilizing effective instructional design, such as the use of a number line with systematic and explicit instruction, can result in academic progress for students with LD in mathematics. This article presents teachers with a four-step teaching sequence utilizing the number line and effective strategies for teaching students with LD in mathematics to introduce fraction-to-decimal relationships in upper elementary, a prerequisite for middle school mathematics.

引用

页码：183 / 190

页数：8

共 50 条

[31] A novel method for arithmetic operations using complex binary number system and the reconversion of the result to the decimal complex number system
Zaini, H
Deshmukh, RG
IEEE SOUTHEASTCON 2003, PROCEEDINGS: BRIDGING THE DIGITAL DIVIDE, 2003, : 31 - 37
[32] Teaching and learning fraction and rational numbers: The origins and implications of whole number bias
Ni, YJ
Zhou, YD
EDUCATIONAL PSYCHOLOGIST, 2005, 40 (01) : 27 - 52
[33] Self-compiled On-line Parallel Corpus in Translation Teaching
Zhao, Yushan
Shi, Juan
PROCEEDINGS OF THE 2015 CONFERENCE ON EDUCATION AND TEACHING IN COLLEGES AND UNIVERSITIES, 2016, 25 : 68 - 71
[34] Development of a Gamified Number Line App for Teaching Estimation and Number Sense in Grades 1 to 7
Verzosa, Debbie Marie B.
De las Penas, Ma Louise Antonette N.
Aberin, Maria Alva Q.
Garciano, Agnes D.
Sarmiento, Jumela F.
Tolentino, Mark Anthony C.
29TH INTERNATIONAL CONFERENCE ON COMPUTERS IN EDUCATION (ICCE 2021), VOL II, 2021, : 648 - 656
[35] Pre-Service Middle School Mathematics Teachers' Understanding of Students' Knowledge: Location of Decimal Numbers on a Number Line
Girit, Dilek
Akyuz, Didem
INTERNATIONAL JOURNAL OF EDUCATION IN MATHEMATICS SCIENCE AND TECHNOLOGY, 2016, 4 (02): : 84 - 100
[36] Prior proficiency level matters: The differential impact of erroneous examples in online homework related to decimal number line tasks
Minguez-Pardo, Rocio
Del Olmo-Munoz, Javier
Tirado-Olivares, Sergio
Gonzalez-Calero, Jose Antonio
JOURNAL OF COMPUTER ASSISTED LEARNING, 2024,
[37] Decimal fraction representations are not distinct from natural number representations - evidence from a combined eye-tracking and computational modeling approach
Huber, Stefan
Klein, Elise
Willmes, Klaus
Nuerk, Hans-Christoph
Moeller, Korbinian
FRONTIERS IN HUMAN NEUROSCIENCE, 2014, 8
[38] Teaching Students with Cognitive Impairment Chained Mathematical Task of Decimal Subtraction using Simultaneous Prompting
Rao, Shaila
Kane, Martha T.
EDUCATION AND TRAINING IN DEVELOPMENTAL DISABILITIES, 2009, 44 (02): : 244 - 256
[39] The Effectiveness of Teaching Translation Using the Power of Two Method
Sutopo, Anam
Prayitno, Harun Joko
PROCEEDINGS OF THE 2ND INTERNATIONAL CONFERENCE ON EDUCATION INNOVATION (ICEI 2018), 2018, 212 : 475 - 479
[40] USING THE NUMBER LINE AND EDUCREATIONS AS AN INSTRUCTIONAL STRATEGY
Koc, Selma
Chambers, Marissa
10TH INTERNATIONAL CONFERENCE OF EDUCATION, RESEARCH AND INNOVATION (ICERI2017), 2017, : 2568 - 2571

← 1 2 3 4 5 →