Developmental Mathematics Students’ Fractional Understanding

ASU Author/Contributor (non-ASU co-authors, if there are any, appear on document)
Emily Yontz (Creator)
Appalachian State University (ASU )
Web Site:
Michael Bossé

Abstract: Students enrolled in collegiate developmental mathematics courses hold mathematical misconceptions that begin long before their college careers. Specifically, these students struggle understanding concepts related to fractions, ratios, and proportions. The Common Core State Standards in Mathematics delineate standards for K-12 mathematics education. Standards for fractions, ratios and proportions are included in grades 3-7. Investigated herein are the concepts with which developmental mathematics students struggle in respect to grades 3-7 fraction, ratio, and proportion standards. To address this inquiry, a test was created composed of questions regarding fractions, ratios, and proportions that align with the respective Common Core State Standards for grades 3-7. After administering tests, collecting results, and analyzing which questions were answered correctly and incorrectly, it was determined that collegiate developmental mathematics students evidenced limited knowledge of these topics. Since it seems that this lack of understanding is both born early in, and is perpetuated through, students’ academic careers, it is hoped that this work can be a catalyst for future work in this field that may apply to investigating ways to mitigate these gaps in mathematical understanding at their origins.

Additional Information

Honors Project
Yontz, E. (2018). "Developmental Mathematics Students’ Fractional Understanding." Unpublished Honors Thesis. Appalachian State University, Boone, NC.
Language: English
Date: 2018
Developmental mathematics, Mathematical misconceptions, Fraction understanding, Fraction education, Developmental education

Email this document to