SavedAdd your journal

Journals / Hacettepe Üniversitesi Eğitim Fakültesi Dergisi / 2003 / Cilt: 2003 - Sayı: 24

Öğrencilerin kesirleri Kavraması: 5. Sınıf Öğrencileri Üzerine Bir Çalışma

Students' Conception of Fractions: A Study of 5th Grade Students

Behiye UBUZ
Çiğdem HASER
Pages
64–69
Publication Date
2022-10-19
DOI
—
🏛️Bibliographic metadata and full text access for this article are provided via DergiPark.
DergiPark Record ↗
✨

AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

An analysis of the difficulties met by the students was given through examples; evidence was given about the crucial role of the meanings of a part and a quantity, and the units in the operations.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:This paper investigates students' conception of fractions in solving word-problems.
📊
Key Findings & Data:An essay type test including 10 word-problems was administered to 5th grade students in a private elementary school (N=122).
💡
Conclusion & Impact:An analysis of the difficulties met by the students was given through examples; evidence was given about the crucial role of the meanings of a part and a quantity, and the units in the operations.
🔬Design:Research Article
📍Scope:Comprehensive Sample
⚙️Variables:Domain Parameters

Abstract

This paper investigates students' conception of fractions in solving word-problems. An essay type test including 10 word-problems was administered to 5th grade students in a private elementary school (N=122). An analysis of the difficulties met by the students was given through examples; evidence was given about the crucial role of the meanings of a part and a quantity, and the units in the operations.

Özet

Bu çalışma öğrencilerin kesirler ile ilgili sözel problemleri çözerken gösterdikleri kavramsal anlamayı incelemektedir, l O sözel problem içeren sorudan oluşan sınav bir özel ilköğretim okulunda okuyan 122 5. sınıf öğrencisine uygulanmıştır. Öğrencilerin sahip oldukları zorluklar örnekler ile verildi; sonuçlar parça, bütün ve işlemlerdeki birimin önemini göstermiştir.

🔖

Cite This Article

UBUZ, B., HASER, Ç. (2022). Öğrencilerin kesirleri Kavraması: 5. Sınıf Öğrencileri Üzerine Bir Çalışma. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, Cilt: 2003 - Sayı: 24, 64–69. https://ajindex.com/articles/532567

📄 Full Text PDF Viewer

📄

PDF görüntüleyici hazırlanıyor...

References (7)

  1. Aksu, M. (l997),Student performance in dealing with fractions. The Journal of Educational Research, 90(6),375-380.
  2. Booker, G. (1996) Constructing mathematical conventions formed by the abstraction and generalization of earlier ideas: The development of initial fraction ideas. In Steff, L., Cobb, P. and Nesher, P. (Eds.,) Theories of Mathematics Learning (p. 381-395).
  3. Hillsdale, NJ: Earlbaum. Booker, G. (1998). Children's construction of initial fraction concepts. Proceedings of the 22nd Conference of the International Group for the Psychology of Mathematics Education (Vol.2, 128 - 135). Stellenbosh: South Africa. Baturo, A. R. and Cooper, T. J. (1999). Fractions, reunitization and the numberline Representation. Proceedings of the 23nd Conference of the International Group for the Psychology of Mathematics Education (Vol.2, 81 - 88). Haifa: Israel. Haft, K.M. (1993) Fractions. In K. M. Hart (Ed.,) Children's Understanding of Mathematics: 11-16, (p.66 - 81). John Murray: London. Haser, Ç. and Ubuz, B. (2001). ilköğretim 5. sınıf öğrencilerinin kesirler konusunda kavramsal anlama ve işlem yapma performansı. IV. Fen Bilimleri Eğitimi Kongresi' 2000 (p.609-612). Milli Eğitim Basımevi: Ankara.
  4. Haser, Ç. and Ubuz, B. (2002). Kesirlerde kavramsal ve işlemsel performans. Eğitim ve Bilim, 27 (126), 53-61
  5. Hecht, S. A. (1998). Toward an information-processing account of individual differences in fraction skills. Journal of Educational Psychology, 90(3), 545 - 559. Kamii, C. (1994). Equivalent fractions: An explanation of their difficulty and educational implications. ERIC,(ED372948). Leinhardt, G. and Smith, D. (1984). Expertise in mathematics instruction: Subject matter knowledge. ERIC (ED247137). Lesh, R. & Zawojewski, J.S. (1992).
  6. Problem solving. In Post, T. (Ed.,) Teaching Mathematics in Grades K-8. Research Based Methods (pp. 49-88). Allan And Bacon: Needham Heights. Mack, N. K. (1995). Confounding whole-number and fraction concepts when building on informal knowledge. Journal for Research in Mathematics Education, 26,422 -441. Mick, H. W. and Snicrope, R. (1989). Two meanings of fraction multiplication. School Science and Mathematics, 89(8), 632-639. Milli Eğitim Bakanlığı (MEB) (Turkish Ministry of Education). (1998). İlköğretim Okulu Matematik Dersi Programı (Elementary School Mathematics Curriculum). Ankara.
  7. Moss, J. and Case, R. (1999). Developing children's understanding of the rational numbers: A new model and an experimental curriculum. Journal for Rese