Learning from Student Mistakes: Using Epistemic Network Analysis of Students’ Knowledge of Fractions, Ratios and Percentages to Drive Middle School Instruction

This study explores middle school students’ conceptual understandings of fractions, ratios, and proportional reasoning in order to better understand how online learning platforms (OLPs) may drive mathematics instruction in classrooms. Using Epistemic Network Analysis (ENA), we analyze patterns in students’ misconceptions when completing problem-solving tasks. Findings from this study confirm prior research that these topics are highly interrelated and extend this research to show how student learning is supported through the use of mathematical models as learning scaffolds. This research contributes to research on and development of OLPs that provide insights to teachers in ways that support student learning.