Storytelling improved comparing fractions, equivalent fractions, creating and manipulating representations, and problem solving, but not part-whole interpretation or number-line use¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r1 · q3 · i0 negligible
Currency · newest study 2019 · checked against its sources 2026-11-01 (automated, 2 of 2 entries) · not reviewed by a person

Subclaims¶

q3 i? Experimental-group students scored significantly higher than control-group students on comparing fractions, equivalent fractions, creating and manipulating fraction representations, and problem solving. → Charalambos Lemonidis & Ioanna Kaiafa 2019 q3 i0 There was no statistically significant difference between the groups on part-whole interpretation of fraction and use of the number line. → Charalambos Lemonidis & Ioanna Kaiafa 2019 (2)

Evidence¶

Charalambos Lemonidis & Ioanna Kaiafa 2019¶

Charalambos Lemonidis & Ioanna Kaiafa. (2019). The Effect of Using Storytelling Strategy on Students’ Performance in Fractions. Journal of Education and Learning, 8(2). https://doi.org/10.5539/jel.v8n2p165

q3 · i? · causal · r1

Mann Whitney comparisons of post-test skill categories (Table 4): comparing fractions U=465.00, p=0.007; equivalent fractions U=551.00, p=0.029; creating and manipulating representations U=528.50, p=0.040; problem-solving U=515.50, p=0.025.

"the use of storytelling had a positive effect on specific mathematical skills, such as comparing fractions, finding equivalent fractions, creating and manipulating representations and problem solving."

Charalambos Lemonidis & Ioanna Kaiafa 2019 (2)¶

Charalambos Lemonidis & Ioanna Kaiafa. (2019). The Effect of Using Storytelling Strategy on Students’ Performance in Fractions. Journal of Education and Learning, 8(2). https://doi.org/10.5539/jel.v8n2p165

q3 · i0 · causal · r1

Mann Whitney comparisons (Table 4) showed part-whole interpretation U=683.50, p=0.574 and use of number line U=676.50, p=0.607; no significant group difference on either skill category.

"There was no statistically significant difference between the two groups in activities that are related to the part-whole interpretation of fraction and to place fractions on the number line."

Discussion¶

Learner Variables¶

• Problem Solving — outcome: instruction changes it
• Proportional Reasoning — outcome: instruction changes it

Related Claims¶

• Storytelling-based introduction of fraction concepts produced significantly higher post-test achievement than manipulative-based introduction in third graders — related
• Improvement in fractions magnitude understanding, but not part-whole understanding, mediates the intervention's effects on fraction outcomes — related