Analysis of the Effects of Learning Maps: Student Learning of Fraction Computations in 5th and 6th Grade Math Intervention

Date of Award

Spring 5-6-2020

Document Type

Project (696 or 796 registration)

Degree Name

Master of Science in Curriculum & Instruction


Graduate Studies

Committee Chair

Michael Coquyt


learning, map, concept, mind, intervention, math, elementary


At the 5th and 6th grade level in which I teach math intervention, the application of fractions within ratios, rates, equivalencies, and basic computation tends to be the most problematic area as determined by progress monitoring screening. Being able to work with fractions at a mastery level is a key component within the Minnesota math standards for grades five and six. Through the use of learning maps, students can build connections when learning new concepts as they work to apply prior knowledge to these new skills. Jim Knight (2013) states in his book High Impact Instruction: A Framework for Great Teaching that “teachers who have used learning maps report that seeing the entire unit laid out on one page helps them make decisions about how to differentiate learning,” (p. 91). Learning maps are not only useful for teachers as they plan their instruction, but they can also be used during instruction as they give the student “a chance to picture what they have learned and what they are about to learn,” (p. 92). Connecting the issue with a possible solution, my study with learning maps shows the potential benefit for learning proper fraction computations. Of the 26 students included in this study, 13 of them were taught fraction computations with the use of learning maps while the other 13 received normal curricular instruction. As a result of this study, students who used the learning maps showed a significant increase in their growth in both grade level proficiency as a whole as well as within the fraction knowledge domain. By creating instructional strategies with the use of learning maps, students were able to show an increased competency with fraction computations throughout the 8-week study.

Abstract only: No full text available.