The purpose of this study was to investigate the achievement of fourth grade students on fractions via formal aritmetics and visual representation according to gender variable and to obtain the relationship between formal arithmetics and visual representation of fractional operations According to the findings it was observed that boys were more successful in fractions in terms of formal arithmetic whereas no significant difference was observed in girls? success in fractions in terms of formal arithmetics and visual representation The analysis of the findings revealed a cognitive deficiency between formal aritmetics and visual representation about fraction It was seen that the level of achievement by boys and girls on fractions is extremely low and there is no significant difference between their achievement levels
📌 3 Key Takeaways
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Objective & Hypothesis:The purpose of this study was to investigate the achievement of fourth grade students on fractions via formal aritmetics and visual representation according to gender variable and to obtain the relationship between formal arithmetics and visual representation of fractional operations According to the findings it was observed that boys were more successful in fractions in terms of formal arithmetic whereas no significant difference was observed in girls? success in fractions in terms of formal arithmetics and visual representation The analysis of the findings revealed a cognitive deficiency between formal aritmetics and visual representation about fraction It was seen that the level of achievement by boys and girls on fractions is extremely low and there is no significant difference between their achievement levels
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Key Findings & Data:The purpose of this study was to investigate the achievement of fourth grade students on fractions via formal aritmetics and visual representation according to gender variable and to obtain the relationship between formal arithmetics and visual representation of fractional operations According to the findings it was observed that boys were more successful in fractions in terms of formal arithmetic whereas no significant difference was observed in girls? success in fractions in terms of formal arithmetics and visual representation The analysis of the findings revealed a cognitive deficiency between formal aritmetics and visual representation about fraction It was seen that the level of achievement by boys and girls on fractions is extremely low and there is no significant difference between their achievement levels
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Conclusion & Impact:The purpose of this study was to investigate the achievement of fourth grade students on fractions via formal aritmetics and visual representation according to gender variable and to obtain the relationship between formal arithmetics and visual representation of fractional operations According to the findings it was observed that boys were more successful in fractions in terms of formal arithmetic whereas no significant difference was observed in girls? success in fractions in terms of formal arithmetics and visual representation The analysis of the findings revealed a cognitive deficiency between formal aritmetics and visual representation about fraction It was seen that the level of achievement by boys and girls on fractions is extremely low and there is no significant difference between their achievement levels
The purpose of this study was to investigate the achievement of fourth grade students on fractions via formal aritmetics and visual representation according to gender variable and to obtain the relationship between formal arithmetics and visual representation of fractional operations According to the findings it was observed that boys were more successful in fractions in terms of formal arithmetic whereas no significant difference was observed in girls? success in fractions in terms of formal arithmetics and visual representation The analysis of the findings revealed a cognitive deficiency between formal aritmetics and visual representation about fraction It was seen that the level of achievement by boys and girls on fractions is extremely low and there is no significant difference between their achievement levels
Özet
Bu çalışmanın amacı 4 sınıf öğrencilerinin kesir konusundaki başarılarını formal aritmetik ve görselleştirme açısından cinsiyete göre incelemek ve kesir işlemlerinde formal aritmetik ve görselleştirme arasındaki ilişkiyi ortaya koymaktır Elde edilen bulgulara göre erkek öğrencilerin kesir konusunda formal aritmetik açısından daha başarılı olduğu kız öğrencilerin ise kesir konusunda formal aritmetik ve görselleştirme açısından başarılarında istatistiksel olarak anlamlı bir fark olmadığı görülmüştür Yapılan incelemeye göre kesirler konusunda formal aritmetik ve görselleştirme arasında bir bilişsel eksiklik olduğu bulunmuştur Genel olarak tüm örneklem içerisinde kız ve erkek öğrencilerin kesir konusundaki başarılarında anlamlı bir fark olmadığı her iki grupta da başarının düşük olduğu görülmüştür
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