Fraction Learners: Assessing Understanding Through Language Acquisition

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Michael J Bossé Anass Bayaga Catherine Fountain Kathleen Lynch-Davis Ron Preston Kwaku Adu-Gyamfi

Abstract

This study applies the Mathematics Acquisition Framework (MAF) (Authors, 2018) to investigate fifth- through seventh-grade students’ comprehension of fractions and decimals and examines how students build understandin of mathematical principles and concepts regarding fractions and decimals. Based on case studies and discourse analysis, the results revealed students in different stages of the MAF with some students employing informal/social language in their mathematical communication and others using formal/academic language. Additionally, mathematically erroneous student communication was more positively interpreted through the lens of the MAF, which interpreted student errors, misunderstandings, and miscommunications as natural components to learning.

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BOSSÉ, Michael J et al. Fraction Learners: Assessing Understanding Through Language Acquisition. International Electronic Journal of Elementary Education, [S.l.], v. 11, n. 2, p. 113-124, jan. 2019. ISSN 1307-9298. Available at: <https://iejee.com/index.php/IEJEE/article/view/649>. Date accessed: 23 may 2019.
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