Discourse + Technology/Collaborative Learning = Fraction Success

Abstract

Recent national public policy addresses the need for strengthening mathematics communication and reasoning skills for elementary students. This study analyzed the effects of using podcasts to increase mathematical discourse on the fraction abilities of a sixth grade mathematics class. Students collaborated within small heterogeneous groups that completed a flow map to show steps in the process representing the sequence of a fraction problem‟s solution. Students grappled with their understanding of mathematics by turning the flow map into a radio script which was ultimately posted as a podcast on the classroom‟s website. Scores from district and school based assessments measured the growth of mathematical ability to add, subtract, and regroup mixed numbers with unlike denominators over a nine week period during the first half of the sixth grade. A paired sample t-test of the sixth grade pretest and posttest scores on a criterion-referenced assessment, revealed a statically significant difference. The use of precise mathematical vocabulary, displays of proper sequence to solve for the correct answer, and accuracy of answers increased. District created measures of progress remained consistent as the level of difficulty in the curriculum increased.