Unknown Author Article Reviews <body> <h1>Unknown Author Article Reviews, 2007 </h1> <p><a href="reviewindex07.html#beginning">Return to Index </a><br> </p> <b>Reviewer: </b>Select one... <br> <p> <b>Keywords:</b> Number and Operation, Research , Assessment <br> <a name="Selectone4"><b>Ref: </b>Select one4 </a><br> <b>Author(s): </b>Cramer, Kathleen; Wyberg, Terry <br> <b> Year of publication : </b> <br> <b>Title: </b><i>When Getting the Right Answer is Not Always Enough: Connecting How Students Order Fractions and Estimate Sums and Differences </i><br> <b>Journal or Publisher: </b>The Learning of Mathematics <br> <b>Volume, Issue, Pages: </b>p. 205-220 <br> <b>Reviewer: </b>Select one... <br> <b>Date of Review: </b>March 7, 2007 </p> This article focused on the research investigating the strategies students use when ordering fractions, as well as when asked to estimate the sums and differences in fractions. The bulk of this article followed the strategies of three fifth grade students who were part of a district wide written test, as well as chosen to participate in an interview. <P> The four strategies for ordering fractions that were discussed in this article were finding a common denominator, converting to percent, comparing to benchmarks (1/2, 1, etc), and cross-multiplication. One major finding of this study was that students could possess a successful strategy for ordering fractions but still be unable to estimate sums and differences. In general, students who had a more conceptual understanding of fractions, rather than just a procedure to follow, were more successful at the tasks presented to them. However, the vast majority of students, while able to correctly order fractions in isolation, are not able to use that skill to estimate sums and differences. <P> I thought this was a rather interesting article to read. Personally, I find it very intriguing to see how children's minds work and in essence get inside their thought process. This article did a good job at offering insight into advances in the teaching of fractions, as well as areas that most students still need a lot of work in. I strongly believe that it is imperative for all students to be able to accurately estimate sums and differences in fractions, because it is a skill that is used no matter who you are or what you do. <br> <br> <p style="font-size: x-small"><a href="/cwis_policies/personal_disclaimer.html"><em>Disclaimer</em></a></p> </body> </html>