MARC Record from University of Toronto

LEADER: 01846nam 2200253 4500
001 AAIMR02481
005 20060407065121.5
008 060407s2005 onc|||||||||||||| ||eng d
020 $a049402481X
039 $fws
100 1 $aSibbald, Timothy.
245 10 $aFractions support in a secondary school.
260 $c2005.
300 $a81 leaves.
500 $aSource: Masters Abstracts International, Volume: 44-01, page: 0061.
502 $aThesis (M.A.)--University of Toronto, 2005.
506 $aElectronic version licensed for access by U. of T. users.
520 $aFraction skills were examined for students in the first three years of high school. This was done using a detailed survey of fifty items. Four versions of the survey, containing fifty items from a set of seventy one items, had overlapping sets of items and variations in order. These randomization efforts were directed at ensuring the reliability of the instrument.The instrument was administered to 528 students in the first three years of a secondary school program. The performance level was found not to change during the first three years. It was also found that students using order of operation calculators performed better than those that were not. The results show a significant decline over the last decade, suggesting that the move to problem centered learning and the use of technology has marginalized fraction skills.
590 $aROBARTS MICROTEXT copy on microfiche.$5CaOTU
653 $aEducation, Mathematics.
653 $aEducation, Secondary.
856 41 $uhttp://link.library.utoronto.ca/eir/EIRdetail.cfm?Resources__ID=370021&T=F$yConnect to resource
949 $atheses masters$wASIS$c1$i5859236-1001$lINPROCESS$mROBARTS$rN$sY$tMICROFORM$u1/5/2006
949 $aOnline resource 370021$wASIS$c1$i5859236-2001$lONLINE$mE_RESOURCE$rY$sY$tE_RESOURCE$u1/5/2006