caa a22 4500 467997187 CHVBK 20180323112559.0 cr unu---uuuuu 170328e19901201xx s 000 0 eng 10.1007/BF00315944 doi (NATIONALLICENCE)springer-10.1007/BF00315944 Wearne Diana College of Education, University of Delaware, 19716, Newark, DE, USA aut Acquiring meaning for decimal fraction symbols: A one year follow-up [Elektronische Daten] [Diana Wearne] Fourth graders with differing achievement records participated in a specially designed two week unit on decimal fractions. Students were encouraged to connect meaningful referents with decimal fraction symbols and use these meanings to develop procedures for adding and subtracting decimal numbers. One year later these students and a matched set of fifth graders were interviewed and given paper-and-pencil tests. Three questions were of interest: (1) Do short term changes in the processes students use to solve problems remain stable over time; (2) Do students who have been instructed in conceptually-based processes exhibit a higher level of performance one year later than their conventionally taught peers; and (3) What is the relationship between entry achievement level and the year-long effects of conceptually-based instruction? The results suggest that: (1) If students used the meanings of written symbols as a basis for solving problems immediately after instruction, they used these processes to solve problems one year later, regardless of entering achievement; (2) Compared to their conventionally taught peers, students in the lower achievement group benefitted relatively more from the conceptually-based instruction than students in the higher achievement group; (3) However, higher achieving students were more likely to exhibit use of conceptually-oriented processes one year later than the lower achieving students. Kluwer Academic Publishers, 1990 Educational Studies in Mathematics Kluwer Academic Publishers 21/6(1990-12-01), 545-564 0013-1954 21:6<545 1990 21 10649 https://doi.org/10.1007/BF00315944 text/html Onlinezugriff via DOI 1 research-article jats NATIONALLICENCE 856 40 https://doi.org/10.1007/BF00315944 text/html Onlinezugriff via DOI NATIONALLICENCE 100 1- Wearne Diana College of Education, University of Delaware, 19716, Newark, DE, USA aut NATIONALLICENCE 773 0- Educational Studies in Mathematics Kluwer Academic Publishers 21/6(1990-12-01), 545-564 0013-1954 21:6<545 1990 21 10649 Metadata rights reserved Springer special CC-BY-NC licence nationallicence BK010053 XK010053 XK010000 NATIONALLICENCE NATIONALLICENCE NL-springer