Transitioning Students From The Area Model To The Number Line Model When Developing Fraction Comparison Strategies

In this study, 21 participants (control and treatment) were examined based on differences between their abilities to use a variety of strategies to compare fractions after considering the fractions\u27 approximate positions on a number line. A pre-post test and interviews were conducted in Fall 2015 and Spring 2016. Results showed greater gains for the treatment group than the control group in their ability to correctly estimate a fractions\u27 position on the number line and to count fractional intervals on the number line. Even after students in the treatment group developed the ability to correctly place fractions on a number line, these students did not see the number line as a tool to use for comparing fractions, and preferred to use other strategies instead, even faulty strategies