The effectiveness of two methods of finding the least common denominator—to be used in addition and subtraction of unlike fractions—was compared after 112 fifth graders were taught for 12 periods. Within each method-group, comparison of boys' and girls' performance on the posttest showed (a) the factoring method was more effective than inspection and (b), within each treatment, no significant difference in mathematic achievement was found for boys and girls.
Get full access to this article
View all access options for this article.
References
1.
AlexanderV. E.Sex differences in seventh grade problem solving. School Science and Mathematics, 1962, 62, 47–50.
2.
AndersonR. C.A comparison of two procedures for finding the least common denominator in the addition of unlike, unrelated fractions. Unpublished Ph.D. dissertation, Univer. of Iowa, 1965.
3.
BottenbergR. A.WardJ. H.Applied multiple regression. Lackland Air Force Base, Tex.: Aerospace Medical Division, 1963.
4.
ColtharpF. L.Determining the LCD and GCE through the use of set theory. The Arithmetic Teacher, 1965, 12, 282–284.
5.
CorleC. G.Teaching mathematics in the elementary school. New York: Ronald, 1964.
6.
HallJ. V.Solving verbal arithmetic problems without pencil and paper. Elementary School Journal, 1947, 48, 212–217.
7.
KennedyL. M.Organizing composite and prime numbers. The Arithmetic Teacher, 1964, 11, 177–192.
8.
LambertP.Mathematical ability and masculinity. The Arithmetic Teacher, 1960, 7, 19–21.
9.
PaigeD. D.Primes and factoring. The Arithmetic Teacher, 1962, 9, 449–452.
10.
WozencraftM.Are boys better than girls in arithmetic?The Arithmetic Teacher, 1963, 10, 486–490.
