Undergraduate Developmental Mathematics Students' Fraction Understandings

Difficulties with fractions are well-documented for undergraduate developmental mathematics students. Thus, it may not be surprising that fractions act as a gate-keeping topic for college-level mathematics. However, research on the way(s) that undergraduate developmental mathematics students understand fractions is scarce. In my dissertation study, first I synthesize the relevant K–12 fraction literature. Second, I report on findings from initial task-based clinical interviews. I share examples of go-to strategies that were utilized by Vivian and Sofia as they worked through fraction tasks. I share second-order models of the fraction understandings, fraction schemes, and mental operations that Vivian and Sofia demonstrated as they worked through their clinical interview tasks. I include mathematics thinking shared by Vivian and Sofia that is productive toward the measure understanding of fractions. Third, I share the growth in fraction thinking that was demonstrated by Vivian and Sofia as they participated in teaching experiments that were designed to engender growth in the construction of the measure understanding of fractions. Fourth, I share teaching moves and responses to Vivian’s struggles that helped her to struggle productively. Finally, I conclude with a discussion relating how my findings address my research questions and explain how my work relates to existing literature. I close with an explanation of the affordances and limitations of my study and suggest future research.

Name thesis:degree_name

Doctor of Philosophy

Level thesis:degree_level

Doctoral

Discipline thesis:degree_discipline

Mathematics Education

Grantor

Texas State University

Year dc:date.issued

2025

Author dc:creator

• Ford, Lucinda

Advisor dc:contributor.advisor

• Young Lee, Hwa

Committee members dc:contributor.committeemember

• Dawkins, Paul
• Warshauer, Hiroko
• Silva, Juanita

• undergraduate developmental mathematics
• fractions

Language dc:language.iso

en

Handle dc:identifier.uri

https://hdl.handle.net/10877/22631

OAI identifier oai:identifier

oai:digital.library.txst.edu:10877/22631