KaydedilenlerDerginizi ekleyin

Dergiler / International Online Journal of Primary Education / 2021 / Cilt: 10 - Sayı: 2

FACTORS AND MULTIPLES: IMPORTANT AND MISUNDERSTOOD

Ray HUNTLEY
Derek HURRELL
Chris HURST
Sayfa
273–286
Yayın Tarihi
2022-10-19
DOI
—
🏛️Bu makalenin bibliyografik verileri ve tam metin bağlantısı DergiPark üzerinden sağlanmıştır.
DergiPark Kaydı ↗
✨

Yapay Zeka Hızlı Bakış & Çıkarımlar

AI Insight
⚡ TL;DR(1 Cümlede Hızlı Çıkarım)

In conclusion, the inconsistency of participant responses suggests that teaching about factors and multiples needs to emanate from a more conceptual and connected standpoint.

📌 3 Maddede Bu Makale

🎯
Amaç & Hipotez:Factors and multiples are important aspects of mathematical structure that support the understanding of a range of other ideas including multiplication and division, and later on, factorization.
📊
Temel Bulgular & Veri:At primary school level, it is important that factors and multiples are taught as a connected enterprise and as vital parts of the multiplicative situation; that is multiplication and division.
💡
Sonuç & Katkı:In conclusion, the inconsistency of participant responses suggests that teaching about factors and multiples needs to emanate from a more conceptual and connected standpoint.
🔬Tür:Araştırma Makalesi
📍Kapsam:Genişletilmiş Akademik Örneklem
⚙️Değişkenler:Alan Parametreleri

Abstract

Factors and multiples are important aspects of mathematical structure that support the understanding of a range of other ideas including multiplication and division, and later on, factorization. At primary school level, it is important that factors and multiples are taught as a connected enterprise and as vital parts of the multiplicative situation; that is multiplication and division. The primary objective of the study on which this paper is based was to determine the extent of children’s understanding of factors and multiples. A written quiz containing questions about factors and multiples and asking for children to explain their responses, was administered. Results suggest that the language involved with factors and multiples may play a role in the extent to which children develop a conceptual understanding of them. Also, most children know some things about factors and multiples but struggled to connect and articulate ideas when factors and multiples were presented in a different context. In conclusion, the inconsistency of participant responses suggests that teaching about factors and multiples needs to emanate from a more conceptual and connected standpoint.

🔖

Bu Makaleye Atıf Yap

HUNTLEY, R., HURRELL, D., HURST, C. (2022). FACTORS AND MULTIPLES: IMPORTANT AND MISUNDERSTOOD. International Online Journal of Primary Education, Cilt: 10 - Sayı: 2, 273–286. https://ajindex.com/articles/542053

📄 Tam Metin PDF Okuyucu

📄

PDF görüntüleyici hazırlanıyor...

Kaynakça (14)

  1. Bana, J., Marshall, L., & Swan, P. (2014). Maths handbook for teachers and parents. Greenwood, Western Australia: R.I.C. Publications. Check, J., & Schutt, R. K. (2012).
  2. Survey research. In J. Check, R. & K. Schutt (Eds.), Research methods in education. Sage. Cresswell, J. W., & Cresswell, J. D. (2018). Research design: Qualitative, quantitative and mixed methods approaches. (5th Ed.) Sage. Creswell, J. W., & Plano Clark, V. L. (2011). Designing and conducting mixed methods research. 2nd Edition,
  3. Sage. Day, L., & Hurrell, D. (2015). An explanation for the use of arrays to promote the understanding of mental strategies for multiplication. Australian Primary Mathematics Classroom, 20(1), 20-23.
  4. Denzin, N. (2004).
  5. Symbolic Interactionism. In U. Flick, E. Kardorff, & I. Steinke (Eds.). A companion to qualitative research (pp. 81 - 86). Sage. Downton, A., & Sullivan, P. (2017). Posing complex problems requiring multiplicative thinking prompts students to use sophisticated strategies and build mathematical connections. Educational Studies in Mathematics, 95(3), 303–328. https://doi.org/10.1007/s10649-017-9751-x
  6. Drake, M. (2012). On the trail of multiplicative thinking. Mathematics Teaching, 228, 45-49.
  7. Feldman, Z. (2014). Rethinking factors. Mathematics Teaching in the Middle School, 20(4), 231-236. https://doi.org/10.5951/mathteacmiddscho.20.4.0230
  8. Griffiths, M. (2017) Exploring perfect numbers. Mathematics Teaching, 259, 36-38.
  9. Güneş, C. (2021). A quantitative shift towards multiplicative thinking. Digital Experiences in Mathematics Education, 7(3), 361–394. https://doi.org/10.1007/s40751-021-00094-8
  10. Hurst, C. (2015). The multiplicative situation. Australian Primary Mathematics Classroom, 20(3), 10–16.
  11. Karp, K. S., Bush, S. B., & Dougherty, B. J. (2015). 12 math rules that expire in the middle grades. Mathematics Teaching in the Middle School, 21(4), 208-215.
  12. Kaushik, V., & Walsh, C. A. (2019). Pragmatism as a research paradigm and its implications for social work research. Social sciences, 8(9), 255. https://doi.org/10.3390/socsci8090255
  13. Lemonidis, C. (2016). Mental computation and estimation: Implications for mathematics education research, teaching, and learning. London: Routledge. Mathematics Assessment Resource Service (MARS). (2015). Finding factors and multiples. Nottingham: Shell Centre, University of Nottingham. Retrieved from: https://www.map.mathshell.org/lessons.php?unit=6110&collection=8
  14. McEachran, A. (2008). Learning about primes. Mathematics Tea