Author

Hao Li

Term

Spring 2021

Capstone

Capstone Project

Degree Name

MAEd

Facilitator(s)

Karen Moroz

Content Expert

Weiyi Qian

Abstract

An area in mathematics critical for building mathematical knowledge and reasoning is developing children's foundational knowledge of fractions. Understanding fractions is also a building block for developing students' algebraic reasoning and sense-making (NMAP, 2008;) It is very common to see in fifth-grade math classroom there are students who think fraction concepts and procedures seem to have no link to one another and for whom meaning-making in fractions is a challenge (Pitsolantis & Osana, 2013). Therefore, how to design math activities that will increase fifth-grade students' understanding of fraction concepts emerged as research question for this capstone project. History of learning fraction, effective strategies, math anxiety, state math standards and Cognitively Guided Instruction (CGI) were examined when researching for the research question. Using Cognitively Guided Instruction strategies, the goal of the capstone project is to develop eight mini lessons with learning activities to provide students opportunities to explore their own strategies to fraction problems. This project contains mini lessons for reviewing three fifth grade level fraction concepts and CGI analysis and planning tool for strategy discussion lesson. The hope of this project is to provide some experience for students to enhance their understanding of fraction concepts and develop a solid ownership of their already-known problem-solving strategies.

Project Type

Curriculum

Keywords

Curriculum, Mathematics

dc_type

text

dc_publisher

DigitalCommons@Hamline

dc_format

application/pdf

dc_source

School of Education Student Capstone Projects

Included in

Education Commons

Share

COinS