Off-campus UMass Amherst users: To download dissertations, please use the following link to log into our proxy server with your UMass Amherst user name and password.
Non-UMass Amherst users, please click the view more button below to purchase a copy of this dissertation from Proquest.
(Some titles may also be available free of charge in our Open Access Dissertation Collection, so please check there first.)
The number line: Young children's knowledge of fractions and whole numbers
Abstract
Kindergarten, first grade, and second grade students' knowledge of fractions and whole numbers was tested using a number line consisting of whole circles. After a brief training session, students placed displays consisting of circles and pieces of circles on a number line. Kindergarten students did not complete the task correctly. First and second grade students performed better than kindergarten students; however, their performance was related to the training procedure they received. Training with a number line consisting of fractional quantities increased first and second grade students' performance. The findings fail to support the belief that elementary students treat fractions as whole numbers. Instead, the findings provide tentative evidence that task related issues, such as the type of number line used during training, may underlie students' performance on similar number line tasks.
Subject Area
Developmental psychology|Cognitive therapy
Recommended Citation
Poirier, Christopher R, "The number line: Young children's knowledge of fractions and whole numbers" (2004). Doctoral Dissertations Available from Proquest. AAI3152735.
https://scholarworks.umass.edu/dissertations/AAI3152735