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Dissertations / Theses on the topic 'Decimal fractions'

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Published: 4 June 2021
Last updated: 29 July 2024

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1

Guyton, Pamela J. "Using communication techniques in the low-performing mathematics classroom a study of fractions, decimals, performance and attitudes /." Orlando, Fla. : University of Central Florida, 2008. http://purl.fcla.edu/fcla/etd/CFE0002146.

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2

Steinle, Vicki. "Changes with age in students' misconceptions of decimal numbers /." Connect to thesis, 2004. http://eprints.unimelb.edu.au/archive/00001531.

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3

Schmid, Gail Raymond. "Linking procedural and conceptual understanding of decimals through research based instruction /." View abstract, 1999. http://library.ctstateu.edu/ccsu%5Ftheses/1546.html.

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Thesis (M.S.)--Central Connecticut State University, 1999.<br>Thesis advisor: Dr. Philip Halloran. " ... in partial fulfillment of the requirements for the degree of Master of Science [in Mathematics]." Includes bibliographical references (leaves 74-75).
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4

Valera, Alcir Rojas [UNESP]. "Uso social e escolar dos números racionais: representação fracionária e decimal." Universidade Estadual Paulista (UNESP), 2003. http://hdl.handle.net/11449/90210.

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Made available in DSpace on 2014-06-11T19:24:21Z (GMT). No. of bitstreams: 0 Previous issue date: 2003Bitstream added on 2014-06-13T18:52:14Z : No. of bitstreams: 1 valera_ar_me_mar.pdf: 594283 bytes, checksum: 7fa747413b18f73739f058ca4ea1146e (MD5)<br>Os números racionais apresentam-se como conteúdo que os alunos do Ensino Fundamental e Médio têm dificuldades para aprender. Parte dessas dificuldades decorre da diferença instituída entre o uso cotidiano dos números racionais pelo aluno e a maneira como são ensinados na escola e, também pelo desconhecimento, por parte da escola, da multiplici
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Irwin, Kathryn Cressey. "Using context to enhance students' understanding of decimal fractions." Thesis, University of Auckland, 1997. http://wwwlib.umi.com/dissertations/fullcit/9733788.

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A total of 84 students from a lower economic area, aged 8 to 14, were interviewed about their understanding of decimal fractions. Results showed that most students could give a context in which they saw decimal fractions outside of school. The vast majority could draw a diagram of how a cake or field could be divided equally among 10 or 100 people. However, few students under 14 could give either decimal fraction symbols or common fraction symbols to represent these divisions. Less than half of the students at ages 10, 11 and 12 could visualize what might come between 0 and 1. About half of th
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Valera, Alcir Rojas. "Uso social e escolar dos números racionais : representação fracionária e decimal /." Marília : [s.n.], 2003. http://hdl.handle.net/11449/90210.

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Orientador: Vinício de Macedo Santos<br>Banca: Célia Maria Carolino Pires<br>Banca: José Carlos Miguel<br>Abstract: The rational numbers are shown as a subject that the students of the Elementary and High School have difficulties to learn. Some of these difficulties are due to the difference established between the daily use of the rational numbers by the student and the way it is taught at the school and, also for the ignorance, on the part of the school, of the multiplicity of their meanings. While the social use is centered in the decimal form, the school use lies more on the fractional for
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Wong, Monica May Dze. "Assessing students' knowledge and conceptual understanding of fraction equivalence." Thesis, The University of Sydney, 2009. https://hdl.handle.net/2123/26036.

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Teachers recognise that many students of all ages experience difficulties understanding fractions, especially fraction equivalence. These students often resort to the application of procedures without understanding or invent their own based on their misconceptions. To advance students’ learning with understanding, teachers must gain insight into student thinking. By knowing what students can and can’t do, teachers can adjust their instruction by focusing tasks and lessons on particular areas of concern. Considerable research into fraction understanding was undertaken during the 1980’s. Few if
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8

Bruwer, Tertius F. "Wanbegrippe ten opsigte van bewerkings met desimale breuke." Thesis, Stellenbosch : Stellenbosch University, 2005. http://hdl.handle.net/10019.1/50545.

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Thesis (MEd)--University of Stellenbosch, 2005.<br>ENGLISH ABSTRACT: Research shows that misconceptions about calculations develop in many classrooms without being noticed and these are not corrected by repeated routine exercises. The misconceptions formed are at times the result of inappropriate models used to solve problems. An even bigger concern is that these particular models sometimes provide the correct answers by accident. This may result in the learner's belief in the models being reinforced, as described by Swan (n.d.). The aim of this study is to identify the misconceptions r
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Lima, Claudio Woerle [UNESP]. "Representações dos números racionais e a medição de segmentos: possibilidades com tecnologias informáticas." Universidade Estadual Paulista (UNESP), 2010. http://hdl.handle.net/11449/91103.

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Made available in DSpace on 2014-06-11T19:24:54Z (GMT). No. of bitstreams: 0 Previous issue date: 2010-04-01Bitstream added on 2014-06-13T20:13:19Z : No. of bitstreams: 1 lima_cw_me_rcla.pdf: 3093037 bytes, checksum: 82ceff562d5a32cc23b45ec23e51ab60 (MD5)<br>See-Sp<br>Essa pesquisa investiga as contribuições que a exploração dos números racionais como medidas de segmentos, em um programa de geometria dinâmica, podem trazer ao entendimento de frações, decimais e da reta numérica entre outras representações dos racionais. A pesquisa se fundamenta em evidências históricas e resultados de pesqui
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Booker, George. "Moving from Diagnosis to Intervention in Numeracy - turning mathematical dreams into reality." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-82356.

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11

Abdulrasul, Zahraa. "Bråktal, decimaltal och procent : En kvalitativ studie om hur sambandet mellan bråktal, decimaltal och procent undervisas i årskurs 4-6." Thesis, Södertörns högskola, Lärarutbildningen, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-34031.

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The aim of this study is to investigate how the connection between fractions, decimals and percent are taught in grade 4-6 with more focuson the fractions. The empirical data was obtained by qualitative methods comprising interviews with four mathematic elementary school teachers, in addition to two observations with two classrooms in grade 6. The data presented is from one school. The theoretical framework is based on Liping Ma profound understanding of fundamental mathematics and theories of subject didactic concepts of Kilborn, Löwing, Karlsson &amp; Kilborn and MacIntosh. The results of th
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Lima, Claudio Woerle. "Representações dos números racionais e a medição de segmentos : possibilidades com tecnologias informáticas /." Rio Claro : [s.n.], 2010. http://hdl.handle.net/11449/91103.

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Orientador: Marcus Vinicius Maltempi<br>Banca: Marcelo de Carvalho Borba<br>Banca: Siobhan Victoria Healy<br>Resumo: Essa pesquisa investiga as contribuições que a exploração dos números racionais como medidas de segmentos, em um programa de geometria dinâmica, podem trazer ao entendimento de frações, decimais e da reta numérica entre outras representações dos racionais. A pesquisa se fundamenta em evidências históricas e resultados de pesquisas que mostram a importância do significado de medida para o entendimento dos números. Através das tecnologias informáticas viu-se uma alternativa para a
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Jones, Corinna Miriam. "Mental representations of fractions and decimals : differences, commonalities and implications for understanding." Thesis, University of Huddersfield, 2017. http://eprints.hud.ac.uk/id/eprint/34424/.

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The purpose of this thesis is to seek evidence of commonalities in the mental representations of fractions and decimals between zero and one. The focus is on the mental representations of non-familiar fractions and decimals in adults. In addition, individual differences in the extent of common fraction and decimal mental representations are explored and their links to mathematical understanding of numbers between zero and one. For whole numbers, number comparison tasks have found evidence of an ordered, magnitude mental representation known as the mental number line through which the magnitude
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Nardelli, Marino. "EXAMINING SOCIOMATHEMATICAL NORMS WITHIN THE CONTEXT OF DECIMALS AND FRACTIONS IN A SIXTH GRADE CLASSROOM." Master's thesis, University of Central Florida, 2007. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3041.

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Social norms are patterns of behavior expected within a particular society in a given situation. Social norms can be shared belief of what is normal and acceptable shapes and enforces the actions of people in a society. In the educational classroom, they are characteristics that constitute the classroom participation structure. Sociomathematical norms are fine-grained aspects of general social norms specifically related to mathematical practices. These can include, but are not limited to, a student-centered classroom that includes the expectation that the students should present their solution
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Volkova, Tanya N. Presmeg Norma C. "Characterizing preservice teachers' thinking in computational estimation with regard to whole numbers, fractions, decimals, and percents." Normal, Ill. : Illinois State University, 2006. http://proquest.umi.com/pqdweb?index=0&did=1276391451&SrchMode=1&sid=6&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1181316122&clientId=43838.

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Thesis (Ph. D.)--Illinois State University, 2006.<br>Title from title page screen, viewed on June 8, 2007. Dissertation Committee: Norma C. Presmeg (chair), Cynthia W. Langrall, Beverly S. Rich, Janet Warfield. Includes bibliographical references (leaves 177-187) and abstract. Also available in print.
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Guyton, Pamela. "USING COMMUNICATION TECHNIQUES IN THE LOW-PERFORMING MATHEMATICS CLASSROOM: A STUDY OF FRACTIONS,DECIMALS,PERFORMANCE AND ATTITU." Master's thesis, University of Central Florida, 2008. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3972.

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Within a low-performing seventh grade mathematics classroom, communication techniques including discourse, collaborative groups, listening, reading, and writing were implemented during a six week period. This study shows how the use of these techniques led to the twenty four students' conceptual understanding of fraction and decimal concepts. This research study provides insight to the deep-seeded beliefs of low-performing students. It provides a record of how the teacher used communication techniques in the classroom and had a strong positive impact on the attitudes and performance of these s
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Zhao, Weichen. "A STUDY OF THE UNITED STATES AND CHINESE PRESERVICE MATHEMATICS TEACHERS' PROCEDURAL KNOWLEDGE AND CONCEPTUAL KNOWLEDGE." OpenSIUC, 2018. https://opensiuc.lib.siu.edu/theses/2307.

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There are many researchers that emphasize the importance of how teachers’ knowledge will affect students’ learning. However, not much research is focused on an international comparison between preservice mathematics teachers’ procedural knowledge and conceptual knowledge. There were 91 preservice mathematics teachers involved in this study. A test on the operations on fractions, decimals, percentages, and integers knowledge showed a) the significant differences between the United States and Chinese preservice teachers’ (PTS) procedural knowledge, b) the significant differences between the Unit
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18

TONON, REMIS. "Due problemi di teoria analitica dei numeri: somme armoniche con i primi e distribuzione delle cifre di quozienti fra interi." Doctoral thesis, Università degli studi di Modena e Reggio Emilia, 2020. http://hdl.handle.net/11380/1200579.

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Nella prima parte della tesi si estendono i risultati dell’articolo “Small values of signed harmonic sums” di Bettin, Molteni & Sanna (2018). In esso, gli autori considerano serie armoniche troncate, in cui si ammette per ogni addendo la possibilità del segno positivo o negativo, e studiano la funzione che misura quanto precisamente si possa approssimare un valore reale con tali oggetti. Nello specifico, vengono dimostrate delle limitazioni per tale funzione in alcuni intervalli di validità. Nella tesi si è dimostrato che lo stesso risultato vale non solo per la successione di tutti i naturali
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19

Matos, Raphael Neves de. "Uma contribui??o para o ensino aprendizagem dos n?meros racionais: a rela??o entre d?zimas peri?dicas e progress?es geom?tricas." UFVJM, 2017. http://acervo.ufvjm.edu.br/jspui/handle/1/1641.

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Submitted by Raniere Barreto (raniere.barros@ufvjm.edu.br) on 2018-04-12T16:51:05Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) raphael_neves_matos.pdf: 4286914 bytes, checksum: 4faddab9001b8b035017adfd9a2d6d75 (MD5)<br>Approved for entry into archive by Rodrigo Martins Cruz (rodrigo.cruz@ufvjm.edu.br) on 2018-04-20T14:12:28Z (GMT) No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) raphael_neves_matos.pdf: 4286914 bytes, checksum: 4faddab9001b8b035017adfd9a2d6d75 (MD5)<br>Made available in DSpace on 20
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Zakrzewski, Jennifer. "Effect of Interactive Digital Homework with an iBook on Sixth Grade Students' Mathematics Achievement and Attitudes when Learning Fractions, Decimals, and Percents." Scholar Commons, 2015. https://scholarcommons.usf.edu/etd/5611.

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Over the past decade, technology has become a prominent feature in our lives. Technology has not only been integrated into our lives, but into the classroom as well. Teachers have been provided with a tremendous amount of technology related tools to educate their students. However, many of these technologically enhanced tools have little to no research supporting their claims to enhance learning. This study focuses on one aspect of technology, the iBook, to complete homework relating to fractions, decimals, and percents in a sixth grade classroom. An iBook is a digital textbook that allows the
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Smith, Scott. "An Exploratory Study of Fifth-Grade Students’ Reasoning About the Relationship Between Fractions and Decimals When Using Number Line-Based Virtual Manipulatives." DigitalCommons@USU, 2017. https://digitalcommons.usu.edu/etd/5625.

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Understanding the relationship between fractions and decimals is an important step in developing an overall understanding of rational numbers. Research has demonstrated the feasibility of technology in the form of virtual manipulatives for facilitating students’ meaningful understanding of rational number concepts. This exploratory dissertation study was conducted for the two closely related purposes: first, to investigate a sample of fifth-grade students’ reasoning regarding the relationship between fractions and decimals for fractions with terminating decimal representations while using virt
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Sandin, Sara. "Elevers olika uppfattningar av tal i decimalform i en svensk kontext. : - En studie som bygger på kategorisering av elevers uppfattningar framtagen av tidigare forskning inom det matematikdidaktiska forskningsfältet." Thesis, Jönköping University, Högskolan för lärande och kommunikation, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-54358.

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I denna studie har tidigare internationell forskning inom området tal i decimalform undersökts i en svensk kontext. I den matematikdidaktiska forskningen har ett teoretiskt ramverk för elevers olika uppfattningar av tal i decimalform tagits fram. Tidigare studier har gjort flera försök till att kategorisera elevers olika förståelse av tal i decimalform (Moloney &amp; Stacey, 1997; Resnik et al., 1989; Sackur-Grisvard &amp; Léonard, 1985; Stacey &amp; Steinle, 1998). Sackur-Grisvard och Léonards (1985) kategorisering utgår ifrån elevernas förkunskaper inom andra matematiska områden. Deras teore
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Martinie, Sherri L. "Middle school rational number knowledge." Diss., Manhattan, Kan. : Kansas State University, 2007. http://hdl.handle.net/2097/281.

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Turton, A. "Students' addition of decimal fractions: the effects of context." Thesis, 2012. https://eprints.utas.edu.au/18042/1/whole-turton-thesis.pdf.

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Queensland and national curriculum documents of recent years suggest that addition and subtraction of decimal fractions can occur in a money context earlier than they do without a context. However, there does not appear to be enough research to support the legitimacy of this approach and the lack of fine detail in the curriculum documents has resulted in a variety of interpretations taken by textbook writers and presumably teachers. Some research has shown that the use of contexts to make mathematics more relevant to students can have unintended results. Among these is the negative impac
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Yang, Ya-hsuan, and 楊雅璇. "The Study of Learning Decimal Division－using Equivalent Fractions Concept and Metacognition Strategy Approch." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/33435284577032023888.

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碩士<br>國立臺南大學<br>應用數學研究所碩士班<br>101<br>This study is about an innovative teaching method. The purpose of the study is to explore the learning process when students learned the concept of Decimal Division by Equivalent Fractions concept and Metacognition strategy. The researcher believes that the best way to learn mathematics concepts is to connect the new concept to the old relevant ones and to make the mathematics concepts from a whole connected net. Only Metacognition can make it happen. In this study, we used Equivalent Fractions concept to turn the Decimal Division into the Integer Division.
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Moremi, Ntsako Shereen. "Exploring the pedagogical content knowledge of intermediate phase teachers in the teaching of decimal fractions in grade 6 at Rakwadu Circuit in Limpopo Province." Thesis, 2020. http://hdl.handle.net/10386/3391.

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Thesis (M. Ed. (Curriculum Studies)) -- University of Limpopo, 2020<br>The purpose of this study was to explore the Pedagogical Content Knowledge (PCK) of Intermediate Phase teachers in the teaching of decimal fractions to Grade 6 learners. The study followed a qualitative research approach whereby a case study design was adopted. Three Grade 6 teachers were selected using a purposive sampling strategy to form part of the study. Shulman‟s (1986) Theory of Teacher Knowledge was used to guide the entire study. Data were collected through lesson observations, semi-structured interviews and docume
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Schiller, Lauren Kelly. "Recharging Rational Number Understanding." Thesis, 2020. https://doi.org/10.7916/d8-khmf-ay28.

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In 1978, only 24% of 8th grade students in the United States correctly answered whether 12/13+7/8 was closest to 1, 2, 19, or 21 (Carpenter, Corbitt, Kepner, Lindquist, & Reys, 1980). In 2014, only 27% of 8th grade students selected the correct answer to the same problem, despite the ensuing forty years of effort to improve students’ conceptual understanding (Lortie-Forgues, Tian, & Siegler, 2015). This is troubling, given that 5th grade students’ fraction knowledge predicts mathematics achievement in secondary school (Siegler et al, 2012) and that achievement in math is linked to greater life
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Špačková, Klára. "Číselná osa a její chápání u žáků základní školy." Master's thesis, 2017. http://www.nusl.cz/ntk/nusl-354497.

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This diploma thesis deals with the number line as a tool to improve pupil's understanding of various mathematical concepts, structures, properties and algorithms. The aim of the thesis is to determine how are lower secondary pupils able to use the number line and to connect findings with the content of their textbooks. The thesis consists of a theoretical and a practical part. The theoretical part introduces the topic of number line, deals with the problems used for testing in the Czech Republic and presents several researches on this topic. The theoretical part, together with the analysis of
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Drexel, Robert Earl. "Connecting common and decimal fraction concepts a common fraction perspective /." 1997. http://catalog.hathitrust.org/api/volumes/oclc/37906562.html.

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Thesis (Ph. D.)--University of Wisconsin--Madison, 1997.<br>Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 135-139).
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Wu, Chao-Jung, and 吳昭容. "Prior knowledge effects on children''s concept acquisition of decimal fraction." Thesis, 1996. http://ndltd.ncl.edu.tw/handle/25648990884337892123.

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Lin, Chun-Ming, and 林俊明. "The Effects of Teaching Unit Volume Concept on Decimal Division and Fraction." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/scc74m.

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碩士<br>國立臺南大學<br>應用數學系數學科教學碩士班<br>102<br>This study aimed to investigate the effectiveness of teaching after the fourth grade students for acceptance to mention in this study, "the concept of teaching a unit volume and fractional units of fractional divide research," learning retention effect and problem solving performance history, architecture through teaching experiment teaching, as well as pre-test, post-test and retention tests, semi-structured interviews to collect data and analyze statistical learning. The results are summarized as follows: 1, The experimental group students in decimal a
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SHE, SING-CHEN, and 許倖甄. "An Action Research on the Math Remedial Instruction of "Decimal Division" and "Fraction and Decimal of Multiplication And Division" in the Elementary School." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/17820028089828565821.

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碩士<br>國立中正大學<br>課程研究所<br>100<br>The aim of the research is mainly on to assist disadvantaged children by mathematics remedial instruction in the alternative after- school program. Two cycles of the action research were conducted in January 10 2010 to January 27of 2010 and April 12 to May 6 of 2010. The objectives of this research include the following four points: 1.To analysis the encountered teaching scene problems during implementing mathematics remedial instruction course in “after school alternative program”. 2. to search and plan appropriate activities related to "decimal division" and "
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Smith, Tina M. "Using manipulatives with fractions,decimals, integers, and algebra : a guide for the intermediate teacher /." 2002.

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Li, Jhen-Jia, and 李振嘉. "An Action Research of Fraction and Decimal Remedial Instruction with Embodied Materials on 5th Grade." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/63017402176553612488.

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碩士<br>國立屏東大學<br>科普傳播學系數理教育碩士班<br>105<br>The purpose of this study is to investigate the implementation process and the effect of fraction and decimal remedial instruction with embodied materials on 5th grade. Action research is adopted as research method. The remedial course with embodied materials is according to the specifications of mathematics curriculum. There are 5 students who attended this study and the researcher is the teacher. The research implemented the remedial teaching activities twice a week which including seven classes on fraction and six classes on decimal. 　　Before the reme
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SHIH, YAO-CHANG, and 史曜彰. "A Study on Applying Interactive Response System to Decimal and Fraction Teaching for Third Graders." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/63967662810602415464.

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碩士<br>世新大學<br>資訊傳播學研究所(含碩專班)<br>104<br>Technology has been in progress, use of information technology into the teaching has become a trend. The ability to use technology and information to students should develop basic skills is expressed in Grade 1-9 curriculum guidelines. This study aims to explore the influence on third grade students’ mathematics learning achievement and the learning attitude by using Interactive Response System, and also investigates the satisfaction of schoolchildren toward the Interactive Response System learning. A quasi-expermental method was adopted in this study. Pa
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Muzheve, Michael Tapfuma. "Converting among fractions, decimals, and percents: an exploration of representational usage by middle school teachers." 2008. http://hdl.handle.net/1969.1/ETD-TAMU-2941.

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Using both quantitative and qualitative data collection and analyses techniques, this study examined representations used by sixteen (n = 16) teachers while teaching the concepts of converting among fractions, decimals, and percents. The classroom videos used for this study were recorded as part of the Middle School Mathematics Project (MSMP). The study also compared teacher-selected and textbook representations and examined how teachers‘ use of idiosyncratic representations influenced representational choices on the number test by the teachers‘ five hundred eighty-one (N = 581) students. In a
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Duh, Jiann Tair, and 杜建台. "The Study of the Middle and High Grade Students'''' Understanding of"the Concept of decimal fraction"." Thesis, 1996. http://ndltd.ncl.edu.tw/handle/44194318023634324844.

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Chou, Yu-Hsien, and 周幼仙. "The IRS Analysis of Decimal to Fraction Conversion Concepts for the 4th grade students of elementary school." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/98850139707069489621.

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碩士<br>國立臺中教育大學<br>教育測驗統計研究所<br>95<br>During math teaching process, it must research the relation between each concept of unit. The most convenient is taking test.The purpose of this research is making a set of topics of decimal to fraction conversion with reliability and validity, analyze the results of the test, and form the structural picture through IRS and then explore the 4th grade students of elementary school cognitive structure in decimal to fraction conversion concepts. I hope to gain the message from the item relative structural picture of the 4th grade students of elementary school
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Shiu, Jingchin, and 徐靖勤. "On game teaching of the fractional and decimal concepts for the fourth graders of the underrepresented children." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/82592413677004845835.

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碩士<br>國立臺中教育大學<br>數學教育學系在職進修教學碩士學位班<br>99<br>Abstract This study explores mathematics games for a concept of fraction and decimal of the fourth-grade students in the elementary school. The subjects of study are eleven underrepresented children from a school in Changhua County. After pre-test, teaching activities and post-test, the study uses the dependency sample of SPSS 12.0 paired t-test analysis. The results of this study are concluded as follows. 1. The students’ average score is 51.27 in the pre-test before the experiment. And the score is 75.27 after the experiment. 2. The students prom
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Huang, Hsin-Sheng, and 黃新勝. "Analyzing the problems types of fractions and decimals in the elementary mathematics textbook of Taiwan, Finland and Singapore." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/51917195753985666599.

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碩士<br>國立屏東教育大學<br>數理教育研究所<br>100<br>The purpose of this study is to compare and analyze the problems types of fractions and decimals in most popular textbooks used in three countries: ‘Kang-Hsuan mathematics’ in Taiwan, ‘Laskutaito in English’ in Finland. and ‘My Pals are Here! Maths’ in Singapore. Content analysis was used as method and mathematics problem was as unit to analyze the similarities and differences among them. The analytic categories were followed the classification of Stein, Remilliard and Smith (2000) that classified problems base on cognitive demand when problem solving, the d
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Perng, Jia-Ni, and 彭嘉妮. "A Study of Translation Performance among Fraction Symbolic, Decimal Symbolic, and Rectangular Grids of Six-graders in Primary School." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/29979091485660731679.

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碩士<br>國立屏東教育大學<br>數理教育研究所<br>95<br>The purpose of the study is to research translation performance among fraction symbolic, decimal symbolic, and rectangular grids of six-graders in primary school. The research method of this work is to analyze the result of written tests. Also, the interviews between researcher and six-graders are included as research data. The objects of written tests included two hundred and forty-six six-graders in nine classes from four primary schools in Kaohsiung. To understand students’ problem-solving ideas, the researcher interviewed two students in high level and tw
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LIN, CHIAO-HSIA, and 林嬌霞. "The Transformation Of Decimal And Fraction For The 4th Grade Students Of Elementary School By Analyzing Concept Hierarchy Structure." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/39073116426486805884.

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碩士<br>國立臺中教育大學<br>數學教育學系在職進修教學碩士學位班<br>100<br>The purpose of this study is to analyze concept structure of the conversion concepts of fractions and decimals for fourth-graders by S-P chart(student-problem chart) and CAISM(Concept Advanced Interpretive Structural Modeling). There were 266 fourth graders tested by self-designed test according to mathematical competence indicators of grade 1-9 curriculum, and these students were classified into 6 groups by S-P chart. We then compared the CAISM graphs’ characteristics and differences among these groups. We also compared the individualized concept
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Chiang, Mei-Chuan, and 江美娟. "Research the learning effect on the Game Integrated into the Fraction and Decimal Teaching of Forth Grade in Elementary School." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/71571866720081159532.

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碩士<br>國立臺中教育大學<br>數學教育學系在職進修教學碩士學位班<br>101<br>The purpose of this research was to investigate the effects and the learning attitude of the game integrated into the mathematic teaching of fourth graders on two sections, fraction and decimal. The student problem chart and the ordering theory were used to analyze the learning types and hierarchical structures of items. Based on the quasi-experimental design of fourteen hours of teaching, the subjects were fourth graders students from two different classes in an elementary school in the Taichung city. One class was assigned as the experimental gro
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Tsou, Miao-Ru, and 曹妙如. "The Study on the Fifth-grade Students’ Performance in the Three Aspects of Decimal Fraction in Elementary School of Pingtung County." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/21133091710248765726.

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碩士<br>國立屏東教育大學<br>數理教育研究所<br>101<br>The present study aimed at exploring the performance of the fifth grade students of elementary school in the subject of decimal fraction in Pingtung County. The study, moreover, aimed at exploring the differences of the performance in decimal fraction for students of different ethnic groups, different regions, different social status, and different sexes. The subjects of the study were chosen by the hierarchy cluster sampling method. The 390 subjects were from general schools, schools in suburban(or outlying ) areas, and schools in remote areas. The instrume
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Lin, Tung Hsi, and 董錫霖. "Competence Indicators Test and Remedial Instruction Developments Based and Bayesian Networks _ The Decimal Fraction Number Related Indicators of Mathematic in Grade 5." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/25241408736125281602.

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碩士<br>亞洲大學<br>資訊工程學系碩士班<br>94<br>Abstract We get nothing but scores from traditional paper test. It can not show the details such as weaknesses and mistaken types. According to the circumstance, teachers can only offer the remedy instructions based on the most mistaken types. In fact, variety weaknesses cause to different mistaken types. The main idea of the study is to research the ability index of decimal on Grade 5 and demonstrate the applicable of students mistaken types based on Bayesian Networks which is a probability analysis method. Students attend the test through the Learning Educati
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SVITÁKOVÁ, Jana. "Racionální čísla pro studenty učitelství 1. stupně ZŠ." Master's thesis, 2009. http://www.nusl.cz/ntk/nusl-52368.

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This thesis presents comprehensive study material relating the subject of rational numbers for students trained to be teachers at primary school. I am mainly concentrating on qualities of racional numbers and their methodology in the theoretic part. I am checking the level of school knowledge in the subject of racional numbers in the operative part. I was concentrated on pupils at 2nd and 4th classes of Primary School in Choustník and on students of the pedagogical faculty at South Bohemia University in České Budějovice. Task collection for students trained to be teachers at primary school and
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Ya-Feng, Huang, and 黃雅鳳. "Competence Indicators Test And Remedial Instruction Developments Based On The Structures Of Bayesian Networks－The“Fraction And Decimal”Of Mathematics In Grade 6." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/18979629164573464637.

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碩士<br>亞洲大學<br>資訊工程學系碩士班<br>94<br>The main purpose of the research is to explore the educational assessment on the basis of Evidence-Centered Design（ECD） to build a convenient and effective diagnosis system. We use Bayesian networks for modeling assessment data and identifying bugs and sub-skills in The “Fraction And Decimal” of Mathematics in Grade 6. This research integrates the opinion of the experts, scholars, and primary school teachers. Also, The multimedia computer is devised for diagnostic testing and computerizes adaptive remedial instruction with the system. Students can receive not o
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Tsai, Ya-Ping, and 蔡亞萍. "A Study on the Learning Effect of Integrating Mathematics Sense with Five Core Connotations into Fractional and Decimal Division in Sixth Grade." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/yz8r6h.

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碩士<br>臺北市立大學<br>數學系數學教育碩士在職專班<br>106<br>To evaluate the variation in mathematics sense for sixth grade students, the present study aims to investigate both of the five core connotations of mathematics sense and the optimization multiple teaching integrating teaching units of “Fractional division” and “Decimal division”. In this study, an examination for those 2 teaching units is designed based on “Give an Example”, “Drawing”, “Ask Why”, and “Rethinking”, which are 4 of five core connotations of mathematics sense. An experimental group of 27 students and a control group of other 82 students com
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Chu-Chang, Liang, and 梁鉅娟. "An Action Study of Implementing an After-School Alternative Program at an Elementary School in New Taipei City-Math Fractions and Decimals Diagnostic Instruction." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/06197697561405275888.

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碩士<br>國立臺北教育大學<br>教育經營與管理學系<br>99<br>An Action Study of Implementing an After-School Alternative Program at an Elementary School in New Taipei City -Math Fractions and Decimals Diagnostic Instruction- Abstract This research applies diagnostic instruction to an After-School Alternative Program to identify the misconceptions of some fourth-grade students regarding mathematical fractions and decimals. It reviews the changes in the students’ learning throughout the implementation of the action study program, and concludes with some reflections on professional growth. The subjects were fourth-gra
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KE, YU-FANG, and 柯玉芳. "A Study of Implementing Team-Ranking-Tournament and Cooperative Problem-Posing Instruction on Sixth Graders’ Learning Achievement of Four Arithmetic Operations of Fractions and Decimals." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/kxxx82.

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碩士<br>國立臺南大學<br>應用數學系碩士在職專班<br>106<br>This study aimed to investigate the effects of team-ranking-tournament and cooperative problem-posing instruction on six graders’ learning achievement and learning motivation. In addition, students’ learning feelings and teachers’ implementation difficulties were also explored. The study was expected to be reference for teachers to adopt teaching strategies. Both qualitative and quantitative methods were utilized to collect and analyze the data in this study. The participants were 41 six graders from two classes of an elementary school in Nansi district of
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