Abstract

The present study investigates participants’ ability to solve discrete and continuous context equal-sharing problems using either area or number line models. The experiment also tested whether area or number line models helped participants to learn the part-whole and quotient interpretations of fraction. Sixty-eight undergraduates were randomly assigned to an area (n = 34) or number line (n = 34) condition, in which they used their assigned model to solve equal-sharing problems. Participants first completed a fractions assessment designed to measure their part-whole and quotient understanding of fractions. Then participants solved equal-sharing questions using their assigned model, after which they completed an isomorphic fractions assessment. Results revealed that the area model resulted in better performance on discrete context items than continuous items. In contrast, participants’ performance on problems couched in discrete and continuous contexts did not differ when they used the number line. There was no growth from pretest to posttest on part-whole or quotient understanding of fractions, regardless of condition. The present study provides valuable information for how teachers can support the use of the area model in equal sharing situations.