Teaching Fractions to Develop Algorithmic Thinking in Grade 4th Students - Preliminary Experimental Findings

Abstract

This study examines learning outcomes and manifestations of algorithmic thinking among Grade 4 students learning fractions through an approach that emphasizes task analysis, articulation of sequences of steps, and the execution and checking of procedures. An instructional experiment was conducted in the second semester of the 2024–2025 school year at Minh Tien Primary and Lower Secondary School, Lang Son Province, with 32 students in the experimental class and 30 in the control class. End-of-first-semester test scores served as the pre-test; both classes took the same post-test. Qualitative data were collected through observations, student work, and discussions with teachers and students. The mean post-test scores of the two classes were 8.28 and 7.40, respectively; the proportions of students scoring 8 or above were 71.9% and 46.7%. The qualitative cases illustrate students’ ability to articulate sequences of steps, check their work, and correct errors. The findings provide preliminary support for the application of the strategies, within the limits of a study involving two classes.