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Journal articles on the topic 'Fraction concepts'

Author: Grafiati

Published: 4 June 2021

Last updated: 11 February 2022

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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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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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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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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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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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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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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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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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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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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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Watanabe, Tad. "Representations in Teaching and Learning Fractions." Teaching Children Mathematics 8, no. 8 (2002): 457–63. http://dx.doi.org/10.5951/tcm.8.8.0457.

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Fraction concepts continue to be one of the most challenging topics for elementary and middle school children (see, e.g., Kouba, Zawojewski, and Strutchens [1997]). One important factor in teaching and learning fractions is the use of representations. This article addresses four issues surrounding this topic: (1) tools for representing fractions, (2) methods of representing fractions, (3) fraction notations, and (4) fraction language.

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Dorgan, Karen. "What Textbooks Offer For Instruction in Fraction Concepts." Teaching Children Mathematics 1, no. 3 (1994): 150–55. http://dx.doi.org/10.5951/tcm.1.3.0150.

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McBride, John W., and Charles E. Lamb. "Using Concrete Materials to Teach Basic Fraction Concepts." School Science and Mathematics 86, no. 6 (1986): 480–88. http://dx.doi.org/10.1111/j.1949-8594.1986.tb11644.x.

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Gersten, Russell, Robin F. Schumacher, and Nancy C. Jordan. "Life on the Number Line: Routes to Understanding Fraction Magnitude for Students With Difficulties Learning Mathematics." Journal of Learning Disabilities 50, no. 6 (2016): 655–57. http://dx.doi.org/10.1177/0022219416662625.

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Magnitude understanding is critical for students to develop a deep understanding of fractions and more advanced mathematics curriculum. The research reports in this special issue underscore magnitude understanding for fractions and emphasize number lines as both an assessment and an instructional tool. In this commentary, we discuss how number lines broaden the concept of fractions for students who are tied to the more general part–whole representations of area models. We also discuss how number lines, compared to other representations, are a superior and more mathematically correct way to exp

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Moone, Grace, and Cornelis de Groot. "Investigations: Fraction Action." Teaching Children Mathematics 13, no. 5 (2007): 266–71. http://dx.doi.org/10.5951/tcm.13.5.0266.

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The “Investigations” department features children's hands-on and minds-on explorations in mathematics and presents teachers with open-ended investigations to enhance mathematics instruc tion. These tasks invoke problem solving and rea soning, require communication skills, and con nect various mathematical concepts and principles. The ideas presented here have been tested in classroom settings.

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Teoh, Sian Hoon, Siti Syardia Erdina Mohamed, Parmjit Singh, and Liew Kee Kor. "IN SEARCH OF STRATEGIES USED BY PRIMARY SCHOOL PUPILS FOR DEVELOPING FRACTION SENSE." Malaysian Journal of Learning and Instruction 17, Number 2 (2020): 25–61. http://dx.doi.org/10.32890/mjli2020.17.2.2.

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Purpose – Most literature has focused solely on either knowledge about number sense or understanding of fractions. To fill the research gap, this study examined pupils’ abilities in both number sense and fractions. In particular, it investigated Year 4 and Year 5 pupils’ use of strategies in developing their fraction sense. Methodology – This study adopted a descriptive research design, utilising a mixed approach in data collection. An instrument called the Fraction Sense Test (FST) and a clinical interview were used to collect data. The FST comprised 3 strands: fraction concept, fraction repr

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Bouck, Emily C., Jiyoon Park, Katie Cwiakala, and Abbie Whorley. "Learning Fraction Concepts Through the Virtual-Abstract Instructional Sequence." Journal of Behavioral Education 29, no. 3 (2019): 519–42. http://dx.doi.org/10.1007/s10864-019-09334-9.

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Nugroho, Fandi, and Muhammad Iqbal Arrosyad. "THE IMPLEMENTATION BLENDED LEARNING METHOD USING ARTICULATED STORYLINE IN CLASS 4 FRACTION LEARNING, MUHAMMADIYAH PRIMARY SCHOOL, PANGKALPINANG." Berumpun: International Journal of Social, Politics, and Humanities 4, no. 1 (2021): 40–47. http://dx.doi.org/10.33019/berumpun.v4i1.46.

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This study aims to describe the implementation of multimedia learning in blended learning in mathematics in grade 4 elementary schools on the topic of fractions. Articulated storyline is an effective medium for elementary school students that is easily developed as one of the multimedia blended learning used in the blended learning method. In our research we examined how the impact of implementation blended learning using multimedia articulated storylines, In this case, it is also discussed how the influence of multimedia articulation storylines as one of the multimedia that can be developed e

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19

Morano, Stephanie, and Paul J. Riccomini. "Demonstrating Conceptual Understanding of Fraction Arithmetic: An Analysis of Pre-Service Special and General Educators’ Visual Representations." Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 43, no. 4 (2019): 314–31. http://dx.doi.org/10.1177/0888406419880540.

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To provide effective fractions instruction, teachers need deep understanding of fraction concepts (i.e., content knowledge) and skill in using visual representations of fractions to support student learning (i.e., pedagogical content knowledge); yet, research indicates that many pre- and in-service teachers lack knowledge in both areas. The present study examines the performance of 55 pre-service teachers (PSTs) on tasks assessing their procedural and conceptual knowledge of fractions, including a test of their ability to generate visual representations and story problems to model fraction mul

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Petit, Marjorie M., Robert Laird, and Edwin Marsden. "Informing Practice: They “Get” Fractions as Pies; Now What?" Mathematics Teaching in the Middle School 16, no. 1 (2010): 5–10. http://dx.doi.org/10.5951/mtms.16.1.0005.

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Picture a fifth-grade classroom where students are learning about fractions. Fraction circles are being used to introduce the topic and build on the basic concepts. Near the end of the fraction unit, the teacher asks his students to compare the relative sizes of 3/7 and 7/8. All but three of his students reach for their fraction circles instead of reasoning about the relationships between the two fractions. The teacher had expected many students to compare the given fractions to the benchmark measurement of 1/2, recognizing that 3/7 is less than 1/2 and 7/8 is greater than 1/2.

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Behr, Merlyn J., Ipke Wachsmuth, and Thomas R. Post. "Construct a Sum: A Measure of Children's Understanding of Fraction Size." Journal for Research in Mathematics Education 16, no. 2 (1985): 120–31. http://dx.doi.org/10.5951/jresematheduc.16.2.0120.

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This report from the Rational Number Project concerns the development of a quantitative concept of rational number in fourth and fifth graders. In a timed task, children were required to select digits to form two rational numbers whose sum was as close to 1 as possible. Two versions of the task yielded three measures of the skill. The cognitive mechanisms used by high performers in individual interviews were characterized by a flexible and spontaneous application of concepts of rational number order and fraction equivalence and by the use of a reference point. Low performers tended either not

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Goral, Mary Barr, and Lynda R. Wiest. "An Arts-Based Approach to Teaching Fractions." Teaching Children Mathematics 14, no. 2 (2007): 74–80. http://dx.doi.org/10.5951/tcm.14.2.0074.

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“Fractions have always represented a considerable challenge for students, even into the middle grades,” noted Van de Walle (2004, p. 242), and the instructional experiences of most teachers validate this statement. Despite the fact that proportional reasoning is an important curriculum topic and a valuable life skill, students struggle to meaningfully grasp fraction concepts. To aid development of the concept of fractions, the National Council of Teachers of Mathematics (2000) recommends that students represent fractions by using physical materials and number lines. The visual and tactile inpu

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Saputri, Maria Edistianda Eka. "ANALISIS MISKONSEPSI SISWA KELAS VI SD NEGERI GUNUNG PASIR JAYA PADA MATERI PECAHAN." Jurnal Pendidikan Matematika Universitas Lampung 9, no. 2 (2021): 211–22. http://dx.doi.org/10.23960/mtk/v9i2.pp211-222.

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The concept of fractions is one of the basic materials that students must master since elementary school level. Fractions contain many rules in the form of axioms, definitions, theorems, formulas, and algorithms, this can lead to misunderstanding of concepts by students. Conceptual errors that occur in students due to not understanding the concept are called misconceptions. If there is a student's misconception of this material, it will hinder the understanding of concepts related to fractions, or there can be more misconceptions, and it can lead to a decrease in student learning outcomes. The

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Edo, Sri Imelda, and Damianus Dao Samo. "LINTASAN PEMBELAJARAN PECAHAN MENGGUNAKAN MATEMATIKA REALISTIK KONTEKS PERMAINAN TRADISIONAL SIKI DOKA." Mosharafa: Jurnal Pendidikan Matematika 6, no. 3 (2018): 311–22. http://dx.doi.org/10.31980/mosharafa.v6i3.320.

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AbstrakMateri pecahan merupakan salah satu materi matematika yang rumit. Kerumitan pecahan tidak saja dialami oleh siswa, tetapi juga mahasiswa dan guru. Penyebabnya adalah penguasaan konsep pecahan yang rendah. Karena guru pada jenjang pendidikan Dasar memperkenalkan pecahan dengan metode ceramah dan langsung memberi contoh soal kemudian siswa mengerjakan soal latihan. Guru mengajarkan algoritma rutin dalam mengerjakan soal, Edo. I.S (2016). Metode ini dipraktekan secara turun temurun. Karena itu siswa merasa jenuh dan tidak tertarik belajar. Elly Risman (2008) mengatakan bahwa,” Ada tiga car

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Olson, Melfried, Vincent Sindt, and Judith Olson. "Fraction Concepts and the Conservation of Area: Ideas for Consideration." School Science and Mathematics 88, no. 3 (1988): 242–45. http://dx.doi.org/10.1111/j.1949-8594.1988.tb11807.x.

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Faradiba, Royyan, Susiswo Susiswo, and Abdur Rahman As’ari. "Representasi Visual Dalam Menyelesaikan Masalah Pecahan." Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan 4, no. 7 (2019): 885. http://dx.doi.org/10.17977/jptpp.v4i7.12629.

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<p class="Abstrak"><strong>Abstract:</strong> This study aims to describe the visual representation of grade 5 students in elementary schools in solving fraction problems. The research method used is descriptive qualitative. Data is collected through interviews, recording and student work. The research subjects were 3 students namely those who had high, medium and low mathematical abilities based on the results of the last report card. The results showed that there was no relationship between students 'mathematical abilities and students' visual representation. Students with

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Witherspoon, Mary Lou. "Fractions: in Search of Meaning." Arithmetic Teacher 40, no. 8 (1993): 482–85. http://dx.doi.org/10.5951/at.40.8.0482.

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Results of the National Assessment of Educational Progress indicate that “although most students could perform simple whole-number calculations, many evidenced little knowledge of the most fundamental concepts of fractions, decimals, or percents” (Carpenteret at. 1988, 40). This statement proved quite accurate during a project to compile a videotape to help preservice teachers team how elementary school students think about fractions. Students who had completed the fifth grade struggled—and often failed—to give appropriate pictorial representations of such “simple” situations as one-third of a

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Mahdalena, Mahdalena, Indri Astuti, and Dede Suratman. "The Multimedia Development for Learning Outcomes of Fraction Concept in Third Grade Of SDN 41 Sungai Ambawang." JP2D (Jurnal Penelitian Pendidikan Dasar) UNTAN 2, no. 2 (2019): 57. http://dx.doi.org/10.26418/jp2d.v2i2.70.

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The main problem in this research is the difficulty of learning media procurement in math, especially on fractional concept material. Many learners have difficulty understanding fractions because learning tends to use a mechanistic way of giving rules directly to be memorized, remembered, and applied so that learners will quickly forget the fractional concepts, and it will be challenging to apply the concept. The results of this research are: (1) multimedia design is carried out through stages such as conducting preliminary research, designing, material collection, initial product development,

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Hunting, Robert P., and Christopher F. Sharpley. "Brief Reports: Fraction Knowledge in Preschool Children." Journal for Research in Mathematics Education 19, no. 2 (1988): 175–80. http://dx.doi.org/10.5951/jresematheduc.19.2.0175.

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Much school mathematics is devoted to teaching concepts and procedures based on those units that form the core of whole number arithmetic (ones, tens, hundreds, etc.). But other topics such as fractions and decimals demand a new and extended understanding of units and their relationships. Behr, Wachsmuth, Post, and Lesh (1984) and Streefland (1984) have noted how children's whole number ideas interfere with their efforts to learn fractions. Hunting (1986) suggested that a reason children seem to have difficulty learning stable and appropriate meanings for fractions is that instruction on fract

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Copur-Gencturk, Yasemin. "Teachers’ conceptual understanding of fraction operations: results from a national sample of elementary school teachers." Educational Studies in Mathematics 107, no. 3 (2021): 525–45. http://dx.doi.org/10.1007/s10649-021-10033-4.

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AbstractTeachers’ understanding of the concepts they teach affects the quality of instruction and students’ learning. This study used a sample of 303 teachers from across the USA to examine elementary school mathematics teachers’ knowledge of key concepts underlying fraction arithmetic. Teachers’ explanations were coded based on the accuracy of their explanations and the kinds of concepts and representations they used in their responses. The results showed that teachers’ understanding of fraction arithmetic was limited, especially for fraction division, yet a moderate relationship was found be

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Kolar, Vida Mafnreda, Tatjana Hodnik Čadež, and Eda Vula. "Primary Teacher Students’ Understanding of Fraction Representational Knowledge in Slovenia and Kosovo." Center for Educational Policy Studies Journal 8, no. 2 (2018): 71. http://dx.doi.org/10.26529/cepsj.342.

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The study of primary teacher students’ knowledge of fractions is very important because fractions present a principal and highly complex set of concepts and skills within mathematics. The present study examines primary teacher students’ knowledge of fraction representations in Slovenia and Kosovo. According to research, there are five subconstructs of fractions: the part-whole subconstruct, the measure subconstruct,the quotient subconstruct, the operator subconstruct and the ratio subconstruct. Our research focused on the part-whole and the measure subconstructs of fractions, creating nine tas

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Russell, R. Alan. "Fractions in Origami Pinwheels." Teaching Children Mathematics 23, no. 9 (2017): 532–40. http://dx.doi.org/10.5951/teacchilmath.23.9.0532.

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Mack, Nancy K. "Confounding Whole-Number and Fraction Concepts When Building on Informal Knowledge." Journal for Research in Mathematics Education 26, no. 5 (1995): 422–41. http://dx.doi.org/10.5951/jresematheduc.26.5.0422.

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This study examined the development of students' understanding of fractions during instruction with respect to the ways students' prior knowledge of whole numbers influenced the meanings and representations students constructed for fractions as they built on their informal knowledge of fractions. Four third-grade and three fourth-grade students received individualized instruction on addition and subtraction of fractions in a one-to-one setting for 3 weeks. As students attempted to construct meaning for symbolic representations of fractions, they overgeneralized the meanings of symbolic represe

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Mack, Nancy K. "Confounding Whole-Number and Fraction Concepts When Building on Informal Knowledge." Journal for Research in Mathematics Education 26, no. 5 (1995): 422. http://dx.doi.org/10.2307/749431.

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Yusof, Jamilah, and Sarimah Lusin. "The role of manipulatives in enhancing pupils’ understanding on fraction concepts." International Journal for Infonomics 6, no. 3/4 (2013): 750–55. http://dx.doi.org/10.20533/iji.1742.4712.2013.0087.

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Bailey, Drew H., Xinlin Zhou, Yiyun Zhang, et al. "Development of fraction concepts and procedures in U.S. and Chinese children." Journal of Experimental Child Psychology 129 (January 2015): 68–83. http://dx.doi.org/10.1016/j.jecp.2014.08.006.

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Driskell, Shannon O. S. "Students' Strategies for Fair Shares." Mathematics Teaching in the Middle School 10, no. 3 (2004): 132–35. http://dx.doi.org/10.5951/mtms.10.3.132.

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Children often begin to construct an informal understanding of fractions before entering school as they learn to share their crayons or snacks fairly with friends. NCTM (2000) recommends that teachers recognize and build on each child's informal knowledge of fractions during grades K–2. In grades 3–5, children should be actively engaged in constructing conceptual knowledge about fraction concepts, with an emphasis on computational fluency as they progress into grades 6–8. The NCTM (2000) further suggests that “The study of rational numbers in the middle grades should build on students' prior k

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Singh, Parmjit, Teoh Sian Hoon, Nurul Akmal Md Nasir, Cheong Tau Han, Syazwani Mr Rasid, and Joseph Boon Zik Hoong. "Obstacles Faced by Students in Making Sense of Fractions." European Journal of Social & Behavioural Sciences 30, no. 1 (2021): 34–51. http://dx.doi.org/10.15405/ejsbs.287.

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The learning of fractional concepts is one of primary school students’ first experiences with a mathematics concept beyond the fundamental four basic operators. However, research has shown that students faced great difficulty in learning fractions which, to a large extent, inhibits their intuitive knowledge of it. The learning of fractions is foundational to the understanding of many more advanced areas of mathematics and science. Examining why they face problems making sense of fractions and what can be done about it is the main aim of this study. Utilizing a mixed method approach, a total of

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Sao, Sofia, Agustina Mei, Ningsih Ningsih, et al. "Bimbingan Belajar di Rumah Menggunakan Alat Peraga Blok Pecahan pada Masa Pandemi Covid 19." Mitra Mahajana: Jurnal Pengabdian Masyarakat 2, no. 2 (2021): 193–201. http://dx.doi.org/10.37478/mahajana.v2i2.1031.

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The impact of the COVID-19 pandemic is not only on the safety aspect of people's lives but also on the education aspect. One of the problems faced is that students have problems understanding each material given by the teacher because what has experienced so far is that students only get assignments online (What's App, E-Learning), then students do the assignments and send them back. At that moment, there is no direct explanation from the teacher, and each student's answer only relies on the internet (google), even though students need an understanding of the concepts in the material provided,

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Rodrigues, Jessica, Nancy C. Jordan, and Nicole Hansen. "Identifying Fraction Measures as Screeners of Mathematics Risk Status." Journal of Learning Disabilities 52, no. 6 (2019): 480–97. http://dx.doi.org/10.1177/0022219419879684.

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This study investigated the accuracy of three fraction measures (i.e., fraction number line estimation accuracy, general fraction concepts, and fraction arithmetic) for screening fourth graders who might be at risk for mathematics difficulties. Receiver operating characteristic (ROC) curve analyses assessed diagnostic accuracy of the fraction measures for predicting which students would not meet state standards on the state mathematics test in fourth grade ( n = 411), fifth grade ( n = 362), and sixth grade ( n = 304). A combined measure consisting primarily of fraction number line estimation

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Riddle, Margaret, and Bette Rodzwell. "Fractions: What Happens between Kindergarten and the Army?" Teaching Children Mathematics 7, no. 4 (2000): 202–6. http://dx.doi.org/10.5951/tcm.7.4.0202.

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Why is it that many adults, even after years of schooling, still do not understand some mathematics topics, such as fractions? Those who enter continuing education programs, for instance in the armed services, often specify fractions as an area of mathematics that has always confused them. Kindergarten teachers, however, observe young children in everyday situations demonstrating a beginning understanding of fraction concepts. What happens between kindergarten and the army?

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Rahmasantika, Danty, and Rully Charitas Indra Prahmana. "ANALISIS KESALAHAN SISWA PADA OPERASI HITUNG PECAHAN BERDASARKAN TINGKAT KECERDASAN SISWA." Journal of Honai Math 1, no. 2 (2018): 81. http://dx.doi.org/10.30862/jhm.v1i2.1041.

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Junior high school’s students should be able to determine fraction and also implement the concepts of fraction to solve mathematics problem. However, in reality, so many mistake that occur for students in solving mathematics problem in the operation of fraction. The intelligence of students also affects the number of errors in solving the fractional counting operations. So, the purpose of this study was to determine students' errors in solving the problem of fractional counting operations based on the level of students’ intelligence. This research is a descriptive qualitative research. The res

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Moyer, Patricia S., and Elizabeth Mailley. "Inchworm and a Half: Developing Fraction and Measurement Concepts Using Mathematical Representations." Teaching Children Mathematics 10, no. 5 (2004): 244–52. http://dx.doi.org/10.5951/tcm.10.5.0244.

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Children's conceptual understanding, strategic competence, and procedural fluency in mathematics are highly influenced by experiences in the early grades. During these years, many important mathematics concepts, including measurement and rational-number sense, should be a part of children's informal investigations. By informally exploring the same concepts in a variety of ways—with concrete manipulatives, visual models, and abstract representations—first graders can connect their initial youthful notions to sophisticated mathematical thinking.

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Olson, Melfried. "Take Time for Action: Exploring Equivalent Fractions with the Graphing Calculator." Mathematics Teaching in the Middle School 14, no. 6 (2009): 326–29. http://dx.doi.org/10.5951/mtms.14.6.0326.

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When students begin learning about fractions, it is important for them to understand the relationships involved. The study of fraction concepts begins in the primary grades, and work with relational understanding starts in grades 3 through 5. In its Number and Operations Standards for grades 3-5, the NCTM (2000) states that students should “recognize and generate equivalent forms of commonly used fractions, decimals, and percents” (p. 148) and “investigate the relationship between fractions and decimals, focusing on equivalence. Through a variety of activities, they should understand that a fr

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Deringöl, Yasemin. "Misconceptions of primary school students about the subject of fractions: views of primary teachers and primary pre-service teachers." International Journal of Evaluation and Research in Education (IJERE) 8, no. 1 (2019): 29. http://dx.doi.org/10.11591/ijere.v8i1.16290.

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<span>This study was conducted with the aim of investigating the current knowledge of Primary Teachers and Primary Pre-service Teachers on the misconceptions of primary school students about the subject of fractions. The qualitative research method of case study was used to conduct the research. The data were collected with semi-structured forms that were developed by the researcher to collect the views of Primary Teachers and Primary Pre-service Teachers on the topic. The participants stated that, regarding the subject of fractions, primary school students had difficulties the most in r

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Gunderson, Elizabeth A., Noora Hamdan, Lindsey Hildebrand, and Victoria Bartek. "Number line unidimensionality is a critical feature for promoting fraction magnitude concepts." Journal of Experimental Child Psychology 187 (November 2019): 104657. http://dx.doi.org/10.1016/j.jecp.2019.06.010.

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McNulty, Carol, Theresa Prosser, and Shelby P. Morge. "Family Connections: Helping Children Understand Fraction Concepts Using Various Contexts and Interpretations." Childhood Education 87, no. 4 (2011): 282–84. http://dx.doi.org/10.1080/00094056.2011.10523193.

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Pitkethly, Anne, and Robert Hunting. "A review of recent research in the area of initial fraction concepts." Educational Studies in Mathematics 30, no. 1 (1996): 5–38. http://dx.doi.org/10.1007/bf00163751.

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Koponen, Ismo, and Maija Nousiainen. "Pre-Service Teachers’ Knowledge of Relational Structure of Physics Concepts: Finding Key Concepts of Electricity and Magnetism." Education Sciences 9, no. 1 (2019): 18. http://dx.doi.org/10.3390/educsci9010018.

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Relational interlinked dependencies between concepts constitute the structure of abstract knowledge and are crucial in learning conceptual knowledge and the meaning of concepts. To explore pre-service teachers’ declarative knowledge of physics concepts, we have analyzed concept networks, which agglomerate 12 pre-service teacher students’ representations of the key elements in electricity and magnetism. We show that by using network-based methods, the interlinked connections of nodes, locally and globally, can be analyzed to reveal how different elements of the network are supported through the

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Rees, Jocelyn Marie. "Two-sided Pies: Help for Improper Fractions and Mixed Numbers." Arithmetic Teacher 35, no. 4 (1987): 28–32. http://dx.doi.org/10.5951/at.35.4.0028.

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Although empha is on the development of fraction concepts is increasing, it occur in the early grades when the discussion is limited to proper fractions. When improper fraction and mixed number are introduced, far less attention is given to the development of a sound conceptual base. It is not unusual to find a pupil who can draw a repre entation of five-sixth but not of even-fourth. Even more infrequent is a youngster who can illustrate the equivalence of two and two-third to eight-third. Failure to acquire a clear understanding of fraction greater than one and their mixed-number equivalents

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