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A Cross-National Comparison of Fourth and Eighth Grade Students' Understanding of Fraction Magnitude
Peer reviewed
Download full textAyieko, Rachel Angela; Moreano, Giovanna; Harter, Lauren – International Electronic Journal of Mathematics Education, 2022
Without a conceptual understanding of fraction magnitude, students have difficulties understanding more advanced mathematics in high school and beyond. The purpose of this study is to highlight 4th and 8th grade students' misconceptions in fraction magnitude using the Trends in International Mathematics and Science Study 2015 data. The study is…
Descriptors: Elementary School Students, Middle School Students, Mathematical Concepts, Fractions
Direct linkAddido, Johannes – ProQuest LLC, 2022
Teaching science concepts for conceptual understanding has its challenges. Promoting conceptual change in the science classroom can be difficult because most concepts are complicated and counter-intuitive. This dissertation research aimed to determine the effect of teaching for conceptual understanding models on pre-service teachers' conceptual…
Descriptors: Science Instruction, Scientific Concepts, Concept Formation, Misconceptions
Provasnik, Stephen; Malley, Lydia; Neidorf, Teresa; Arora, Alka; Stephens, Maria; Balestreri, Kathryn; Herz, Katie; Perkins, Robert; Tang, Judy H. – National Center for Education Statistics, 2019
"U.S. Performance on the 2015 TIMSS Advanced Mathematics and Physics Assessments: A Closer Look" expands upon the results described in NCES' [National Center for Education Statistics'] initial "Highlights" report on TIMSS Advanced. This new report provides in-depth analyses that (1) examine the demographics, school…
Descriptors: Elementary Secondary Education, Achievement Tests, Mathematics Achievement, Science Achievement
Oren Pizmony-Levy; James Harvey; William H. Schmidt; Richard Noonan; Laura Engel; Michael J. Feuer; Henry Braun; Carla Santorno; Iris C. Rotberg; Paul Ash; Madhabi Chatterji; Judith Torney-Purta – Quality Assurance in Education: An International Perspective, 2014
Purpose: This paper presents a moderated discussion on popular misconceptions, benefits and limitations of International Large-Scale Assessment (ILSA) programs, clarifying how ILSA results could be more appropriately interpreted and used in public policy contexts in the USA and elsewhere in the world. Design/methodology/approach: To bring key…
Descriptors: Misconceptions, International Assessment, Evaluation Methods, Measurement
Vebrianto, Rian; Rery, Radjawaly Usman; Osman, Kamisah – International Journal of Distance Education Technologies, 2016
This research was conducted to investigate the effectiveness of BIOMIND portal in enhancing students' 21st century skills and overcoming their misconceptions in Biology subject. 118 Indonesian high school students were involved in this quasi-experimental study. The experimental group underwent learning experiences using BIOMIND portal whereas the…
Descriptors: Program Effectiveness, Biology, Misconceptions, Foreign Countries
Shaw, Barbara J.; Ruedas, Luis A. – Journal of Geoscience Education, 2012
Two-thirds of U.S. citizens do not understand the scientific process. There is a clear misunderstanding about what science is--and is not--both in our society and in the classroom. Furthermore, students below basic proficiency are locked into an achievement gap. In response, the No Child Left Behind Act was passed in 2001. Since then, there has…
Descriptors: Achievement Gap, National Competency Tests, Grade 3, Grade 4
