Relevant bibliographies by topics / Fraction concepts

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Academic literature on the topic 'Fraction concepts'

Author: Grafiati
Published: 4 June 2021
Last updated: 11 February 2022

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Journal articles on the topic "Fraction concepts"

1

Ortiz, Enrique. "A Game Involving Fraction Squares." Teaching Children Mathematics 7, no. 4 (2000): 218–22. http://dx.doi.org/10.5951/tcm.7.4.0218.

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Fractions are a major area of concept and skill study in elementary school mathematics. The game in this article helps students practice many of these concepts and skills in a motivational and informal setting. The major concepts covered by this game include identifying fractions, equivalent fractions, and improper fractions; performing operations with fractions; and reading and writing numerals for fractions. This game also helps develop number sense and uses models to explore operation sense with fractions. The emphasis is on developing and understanding fraction concepts and operations.
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2

Edwards, Thomas G. "Using Ancient Egyptian Fractions to Review Fraction Concepts." Mathematics Teaching in the Middle School 10, no. 5 (2005): 226–29. http://dx.doi.org/10.5951/mtms.10.5.0226.

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Much of What We Know Today About the mathematics of ancient Egypt is contained in a papyrus scroll that was copied from an earlier scroll by the scribe Ahmes in about 1650 BME (before the modern era) (Boyer 1968). A fascinating feature of ancient Egyptian mathematics is its treatment of common fractions. In most cases, the Egyptians used only unit fractions, that is, fractions with numerators of 1. The one common exception is 2/3, and they would occasionally use fractions of the form n/(n + 1). However, both forms are complements of unit fractions.
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3

Wiebe, James H. "Discovering Fractions on a “Fraction Table”." Arithmetic Teacher 33, no. 4 (1985): 49–51. http://dx.doi.org/10.5951/at.33.4.0049.

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Number lines have been used for many years to help students understand fractions. Another useful technique for developing understanding of operations on fractions has been the use of folded strips of paper (Scott 1981). By combining these two excellent models, we can create even more powerful materials to lead students to discover many important concepts about operations on fractions. The result of this combination of models is called a Fraction Table. It consists of large number lines taped to a table. Strips of paper that represent fractions can be manipulated on it to solve problems.
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4

Bonfim, Delfim Dias, and Gilmar Pires Novaes. "FRAÇÕES CONTÍNUAS, DETERMINANTES E EQUAÇÕES DIOFANTINAS LINEARES." Ciência e Natura 37 (August 7, 2015): 95. http://dx.doi.org/10.5902/2179460x14468.

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http://dx.doi.org/10.5902/2179460X14468This article is intended to present a method for solving linear diophantine equations, using for this purpose, the concepts of continuous fractions and determinants. Initially we present the definition of simple continued fraction, geometric interpretation and some fundamental theorems related to this concept. Subsequently we relate the finite simple continued fractions with determinants. Finally we present the definition of linear Diophantine equation and we demonstrate the method to solve it using the concepts mentioned above.
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5

Sidney, Pooja Gupta, and Martha Wagner Alibali. "Creating a context for learning: Activating children’s whole number knowledge prepares them to understand fraction division." Journal of Numerical Cognition 3, no. 1 (2017): 31–57. http://dx.doi.org/10.5964/jnc.v3i1.71.

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When children learn about fractions, their prior knowledge of whole numbers often interferes, resulting in a whole number bias. However, many fraction concepts are generalizations of analogous whole number concepts; for example, fraction division and whole number division share a similar conceptual structure. Drawing on past studies of analogical transfer, we hypothesize that children’s whole number division knowledge will support their understanding of fraction division when their relevant prior knowledge is activated immediately before engaging with fraction division. Children in 5th and 6th
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6

Doğan, Adem, and Neşe Işık Tertemiz. "Investigating Primary School Teachers’ Knowledge Towards Meanings of Fractions." International Education Studies 12, no. 6 (2019): 56. http://dx.doi.org/10.5539/ies.v12n6p56.

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The concept of fraction and the concepts related to the fraction have an important place in primary and secondary school education programs. In this respect, primary school teachers need to be careful about the concept and sub-meaning of the fraction. In this study, general survey model was used to determine the level of knowledge of the primary school teachers about the meaning of fractions. A total of 266 primary school teachers (149 female and 117 male) participated in the study in Turkey. For collecting data, a success test was developed by the researchers about the meaning of the fraction
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7

Flores, Margaret M., Vanessa M. Hinton, and Jill M. Meyer. "Teaching Fraction Concepts Using the Concrete-Representational-Abstract Sequence." Remedial and Special Education 41, no. 3 (2018): 165–75. http://dx.doi.org/10.1177/0741932518795477.

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Understanding related to fraction concepts is a critical prerequisite for advanced study in mathematics such as algebra. Therefore, it is important that elementary students form conceptual and procedural understanding of fractional numbers, allowing for advancement in mathematics. The concrete-representational-abstract (CRA) instructional sequence of instruction has been shown to be an effective means of teaching conceptual understanding of fractional numbers. The purpose of this study was to compare the effects of CRA with remedial multitiered systems of support (MTSS) Tier 2 instruction for
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8

Jordan, Nancy C., Nicole Hansen, Lynn S. Fuchs, Robert S. Siegler, Russell Gersten, and Deborah Micklos. "Developmental predictors of fraction concepts and procedures." Journal of Experimental Child Psychology 116, no. 1 (2013): 45–58. http://dx.doi.org/10.1016/j.jecp.2013.02.001.

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9

Kërënxhi, Svjetllana, and Pranvera Gjoci. "Involvement of Algebraic-Geometrical Duality in Shaping Fraction’s Meaning and Calculation Strategies with Fractions." Journal of Educational and Social Research 7, no. 1 (2017): 151–57. http://dx.doi.org/10.5901/jesr.2017.v7n1p151.

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Abstract Many mathematical concepts and processes, besides the algebraic form of their presentation, can be modeled as well geometrically through diagrams and graphics. Both these aspects of concepts demonstration (algebraic and geometrical aspect) are present on mathematical textbooks of pre-university education. In this paper we consider algebraic and geometrical aspect on 6th grade math textbooks and in particular algebraic-geometrical duality, aiming that the fraction concept and the fraction calculation strategy to be assimilated better by the students. A study was made with 78 students t
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10

Olive, John. "Bridging the Gap: Using Interactive Computer Tools to Build Fraction Schemes." Teaching Children Mathematics 8, no. 6 (2002): 356–61. http://dx.doi.org/10.5951/tcm.8.6.0356.

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Teaching fractions has been a complex and largely unsuccessful aspect of mathematics instruction in the elementary grades for many years. Students' understanding of fraction concepts is a big stumbling block in their mathematical development. Some researchers have pointed to children's whole-number knowledge as interfering with, or creating a barrier to, their understanding of fractions (Behr et al. 1984; Streefland 1993; Lamon 1999). This article illustrates an approach to constructing fraction concepts that builds on children's whole-number knowledge using specially designed computer tools.
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