An Examination of Fourth and Fifth Graders' Fractional Understandings Based On Mathematical Achievement

The purpose of this experimental study is to investigate whether low, middle and high achieving students could benefit at the same extent from a fraction instruction which was prepared according to basic principles of Socioconstructivism and Realistic Mathematics Education. To this end, an instruction starting with sharing situations, and focusing on group and class discussions was carried out with experimental group. Meanwhile, the students in the control group attended their regular lessons. Both groups were consisted of 27 fourth and 28 fifth grade students. Three tests were administered to the participants: General Mathematical Achievement Test, Fractional Understanding Pre Test and Fractional Understanding Post Test. According to t-test and ANCOVA results, the positive effect of the designed learning environment on fractional understanding of high, middle and low achieving students was substantially similar. Likewise, high, middle and low achievers in the control group also did not show any difference with regard to effect of the traditional learning environment on their fractional understanding.