@article{Adams_Bucci_McEwan_Reinthal_2022, title={Produce Basket: The Effect of Experiential Fraction Pedagogy on Preservice Teacher Learning}, volume={92}, url={https://ohiomathjournal.org/index.php/OJSM/article/view/9253}, abstractNote={<p><span dir="ltr" style="left: 228.995px; top: 518.091px; font-size: 14.944px; font-family: sans-serif; transform: scaleX(0.926039);" role="presentation">Formal notation of fractions is a critical stumbling block for students, impeding their progress to acquire </span><span dir="ltr" style="left: 162.488px; top: 536.356px; font-size: 14.944px; font-family: sans-serif; transform: scaleX(0.883305);" role="presentation">flexible number sense beyond integers and greatly impacting their success in algebra. Conflicting and vague definitions </span><span dir="ltr" style="left: 162.488px; top: 554.621px; font-size: 14.944px; font-family: sans-serif; transform: scaleX(0.936761);" role="presentation">of fractions are a major cause of confusion and frustration among students and their teachers. A team consisting </span><span dir="ltr" style="left: 162.488px; top: 572.886px; font-size: 14.944px; font-family: sans-serif; transform: scaleX(0.929308);" role="presentation">of a veteran fourth-grade teacher, a professional development leader/university instructor, a math educator, and a </span><span dir="ltr" style="left: 162.488px; top: 591.151px; font-size: 14.944px; font-family: sans-serif; transform: scaleX(0.900396);" role="presentation">mathematician developed an experiential learning module called Produce Basket (PB) for elementary grades fraction </span><span dir="ltr" style="left: 162.488px; top: 609.416px; font-size: 14.944px; font-family: sans-serif; transform: scaleX(0.891765);" role="presentation">learning. Since its inception 5 years ago, PB has been taught in about a dozen elementary classrooms in north central </span><span dir="ltr" style="left: 161.905px; top: 627.681px; font-size: 14.944px; font-family: sans-serif; transform: scaleX(0.926156);" role="presentation">Ohio and is woven into the preservice teaching program at Ohio State University Mansfield. Given the high stakes </span><span dir="ltr" style="left: 162.488px; top: 645.946px; font-size: 14.944px; font-family: sans-serif; transform: scaleX(0.888957);" role="presentation">and strong claims for this approach, there is now a pressing need to assess the strengths and weaknesses of Produce </span><span dir="ltr" style="left: 162.025px; top: 664.211px; font-size: 14.944px; font-family: sans-serif; transform: scaleX(0.891693);" role="presentation">Basket’s approach. The aim of this article is to report research conducted with two classes (total</span> <span dir="ltr" style="left: 729.997px; top: 663.713px; font-size: 14.944px; font-family: monospace;" role="presentation">n</span> <span dir="ltr" style="left: 743.528px; top: 664.211px; font-size: 14.944px; font-family: sans-serif; transform: scaleX(1.06939);" role="presentation">= 22</span><span dir="ltr" style="left: 775.098px; top: 664.211px; font-size: 14.944px; font-family: sans-serif; transform: scaleX(0.870212);" role="presentation">) of preservice </span><span dir="ltr" style="left: 162.488px; top: 682.474px; font-size: 14.944px; font-family: sans-serif; transform: scaleX(0.88901);" role="presentation">teachers that were instructed over an 8-week period with PB. The study finds initial evidence that PB improves student </span><span dir="ltr" style="left: 162.488px; top: 700.739px; font-size: 14.944px; font-family: sans-serif; transform: scaleX(0.959213);" role="presentation">understanding of fractions. The authors used both quantitative and qualitative instruments to measure student </span><span dir="ltr" style="left: 162.488px; top: 719.004px; font-size: 14.944px; font-family: sans-serif; transform: scaleX(0.936071);" role="presentation">understanding.</span></p>}, number={1}, journal={Ohio Journal of School Mathematics}, author={Adams, Deb and Bucci, Terri and McEwan, Lee and Reinthal, Kevin}, year={2022}, month={Sep.}, pages={42–49} }