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Community college students' understa...

Foley, Teresa Edel.

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Community college students' understanding of fractions: An investigation of the cognitive and metacognitive characteristics of students verbalizations while problem solving.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Community college students' understanding of fractions: An investigation of the cognitive and metacognitive characteristics of students verbalizations while problem solving./
Author:	Foley, Teresa Edel.
Description:	214 p.
Notes:	Adviser: Joan M. McGuire.
Contained By:	Dissertation Abstracts International64-02A.
Subject:	Education, Community College. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3080914

Community college students' understanding of fractions: An investigation of the cognitive and metacognitive characteristics of students verbalizations while problem solving.
Foley, Teresa Edel.

Community college students' understanding of fractions: An investigation of the cognitive and metacognitive characteristics of students verbalizations while problem solving. - 214 p.

Adviser: Joan M. McGuire.

Thesis (Ph.D.)--The University of Connecticut, 2003.

Students enrolled in noncredit mathematics courses at community colleges strive to learn mathematics topics such as fractions to acquire the content and skills required to qualify for desired degree or professional certification programs. Despite years of research that has explored the developmental sequence of knowledge of fractions among children, related research with adults is scarce. This study examined community college students' understanding of fractions prior to instruction, whether they solve problems presented in different formats with equal accuracy, and the cognitive and metacognitive characteristics of their verbalizations generated while solving problems involving fractions.Subjects--Topical Terms:

1018008
Education, Community College.

Community college students' understanding of fractions: An investigation of the cognitive and metacognitive characteristics of students verbalizations while problem solving.
LDR:03808nam 2200313 a 45 001 937693
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035 $a (UnM)AAI3080914
035 $a AAI3080914
040 $a UnM $c UnM
100 1 $a Foley, Teresa Edel. $3 1261551
245 1 0 $a Community college students' understanding of fractions: An investigation of the cognitive and metacognitive characteristics of students verbalizations while problem solving.
300 $a 214 p.
500 $a Adviser: Joan M. McGuire.
500 $a Source: Dissertation Abstracts International, Volume: 64-02, Section: A, page: 0459.
502 $a Thesis (Ph.D.)--The University of Connecticut, 2003.
520 $a Students enrolled in noncredit mathematics courses at community colleges strive to learn mathematics topics such as fractions to acquire the content and skills required to qualify for desired degree or professional certification programs. Despite years of research that has explored the developmental sequence of knowledge of fractions among children, related research with adults is scarce. This study examined community college students' understanding of fractions prior to instruction, whether they solve problems presented in different formats with equal accuracy, and the cognitive and metacognitive characteristics of their verbalizations generated while solving problems involving fractions.
520 $a Twenty-three students from three community colleges solved 15 computational and contextual problems that reflected the eight elements in the developmental sequence of knowledge of fractions (i.e., fraction representation, partitioning or equal sharing, comparison or order, measurement or division, operator or multiplication, proportional reasoning, addition, and subtraction). Results indicate a stronger relationship existed between the percentage of problems solved correctly and students' performance IQ versus verbal IQ, as measured by the <italic>Wechsler Abbreviated Scale of Intelligence</italic> (The Psychological Corporation, 1999). There was also a stronger relationship between participants' performance in solving problems and the comprehension versus the vocabulary portion of a reading assessment (<italic>Gates-MacGinitie Reading Test, Level AR</italic>, Form S) (MacGinitie, MacGinitie, Maria, & Dreyer, 2000).
520 $a Students' performance in solving problems indicates that most only possess a rudimentary understanding of fractions (i.e., fractional representation and proportional reasoning for contextual problems). Results of a paired sample t-test indicate there was no significant difference in students' accuracy in solving computational compared to contextual problems involving fractions.
520 $a Factorial multivariate analysis of variance results indicate that successful and unsuccessful students employ both cognitive and metacognitive strategies when solving problems that involve fractions. Overall unsuccessful students verbalized a greater frequency of cognitive and metacognitive strategies when solving computational compared to contextual problems. Successful students generated a greater frequency of metacognitive verbalizations when solving computational compared to contextual problems, while unsuccessful students verbalized more metacognitive strategies for contextual compared to computational problems. Students who were successful were more succinct while students who were unsuccessful were verbose in their verbalizations while problem solving.
590 $a School code: 0056.
650 4 $a Education, Community College. $3 1018008
650 4 $a Education, Mathematics. $3 1017588
650 4 $a Education, Special. $3 606639
690 $a 0275
690 $a 0280
690 $a 0529
710 2 0 $a The University of Connecticut. $3 1249323
773 0 $t Dissertation Abstracts International $g 64-02A.
790 $a 0056
790 1 0 $a McGuire, Joan M., $e advisor
791 $a Ph.D.
792 $a 2003
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3080914