Multiple Representations in Teaching Fractions and Its Impact on the Academic Achievement and Trends of the Fifth Grade Students at UNRWA Schools in Nablus

The study aims at investigating the multiple representations in teaching fractions and its impact on the academic achievement and trends of the fifth grade students at UNRWA schools in Nablus. The study aims particularly at answering the following questions: • What was the impact of using the multiple representations in teaching fractions on the academic achievement of the fifth grade students at UNRWA schools in Nablus? • What were the attitudes of the fifth grade students in UNRWA schools in Nablus city towards mathematics following the use of multiple representations method? • What was the connection between the academic achievement of the fifth grade students in Nablus and their attitudes towards mathematics following teaching fractions via the multiple representations method? To answer the questions of the study and to test its hypotheses, the researcher used quasi-experimental design. The study was experimented on a sample of the fifth grade students in UNRWA schools in Nablus city. The sample consists of four divisions from two UNRWA schools in Nablus city: two male divisions were chosen from Askar Community Basic Boys, in which the researcher works as a teacher; while the other two female divisions were collected from Askar Third School for girls, which is near to the school the researcher works. Each school includes two groups: one of the groups, which was an experimental sample, was taught via applying the multiple representations method; the other group, which was a controlling sample, was taught in the normal method; and this was done throughout the second semester (2015-2016). The researcher has prepared the study material (fractions unit) via using the multiple representations method (image, symbol, mathematical language and pattern) according to a teaching plan included 12 periods of 40 minutes for each period and an extra period for revision. The study tools were of two tests: a previous (diagnostic) test was carried out to examine how equal the groups were in their academic achievement before applying the study; the other test was done later to gauge the extent of students' academic achievement of the study material. Moreover, the test was examined by a panel of qualified jury to verify its truthfulness. The steadiness factor was of (0.85). A questionnaire was distributed to measure the attitude of the students' towards mathematics so as to describe the impact of the multiple representations method on students' attitudes. The truthfulness of the questionnaire's content was checked by a panel of jury; and the steadiness factor was (0.70) The researcher has made use of the Analysis of Covariance in order to show the differences among the averages of the two study groups' marks (the experimental and controlling) of the later achievement test; and similarly this was applied to the hypotheses of the attitudes toward mathematics. Pearson Correlation Coefficient was used so as to comprehend the connection between the academic achievement and the attitude towards mathematics. Therefore, the study has arrived at the following results: 1. There was a statistically significant difference at the significant level (0.05 a) in the averages of the experimental and controlling group's marks of the later test due to the teaching method of the multiple representations method (the regular method); thus this was in favor of the experimental group (the multiple representations method). There were no statistical significant differences regarding gender or degree of participation between teaching method and gender in the same test and at the level of significance. 2. There was a statistically significant difference at the significant level (0.05 a) in the averages of the experimental and controlling group's marks on the scale of attitude towards mathematics due to the teaching method and to the benefit of the experimental group, which was trained via the multiple representations method. The results point to a positive impact of the multiple representations method. There were no statistical significant differences regarding gender or degree of participation between teaching method and gender in the same test and at the level of significance. 3. There was a statistically significant difference at the significant level (0.05 a) in the averages of fifth grade students' achievement in UNRWA schools in the area of Nablus and their attitudes towards mathematics. The results also showed a positive correlation connection. In the light of these results, the researcher recommends the following: Firstly, it is very important to train students to use the multiple representations method effectively; since it is correlated with increasing their academic achievement and changing their attitudes towards mathematics. Secondly, there should be training sessions for teachers on how to teach fractions via the multiple representations method, focusing on all multiple representations and not only one particular representation. Thirdly, further research is needed at the level of university education. Moreover, there should be more attention on using various teaching methods including technology, and motivating students for self-learning in order to create a suitable learning environment via using the multiple representations method.