Evaluating Quantitative Reasoning Strategies for Comparing Fractions: A Tool for Teachers

Lindy Crawford, Sarah Quebec Fuentes, Jacqueline Huscroft-D’Angelo, Kristina N. Higgins

Research output: Contribution to journalArticle

1 Scopus citations

Abstract

Meaningful inclusion of quantitative reasoning into mathematics instruction requires meaningful ways to evaluate it. Few formative assessments exist to evaluate the strategies students use when reasoning mathematically. The Framework for Evaluating Quantitative Reasoning Strategies presented in this article provides teachers with categories for evaluating types of quantitative reasoning strategies students use for problems in the mathematical domain of number and operations. Numerous examples of the types of strategies students use for comparing fractions and how to evaluate the complexity of these strategies are provided. Included are research-based instructional recommendations for moving students toward a deeper conceptual understanding of fractions as numbers.

Original languageEnglish (US)
Pages (from-to)225-234
Number of pages10
JournalIntervention in School and Clinic
Volume54
Issue number4
DOIs
StatePublished - Mar 1 2019

Keywords

  • academic
  • assessment
  • instruction
  • intervention
  • mathematics

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology
  • Clinical Psychology

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