How are the process of abstraction of the division of fraction numbers by elementary school students?

Widada, Wahyu; Herawaty, Dewi; Lusiana, D; Afriani, Noke Hanif; Sospolita, Nadya; Jumri, Rahmat

doi:10.1088/1742-6596/1657/1/012040

Cited by 3 publications

(5 citation statements)

References 7 publications

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“…Before teaching some materials, teachers should have a very good understanding about that concepts. So it is with fraction materials, especially fraction division which is known as a very difficult concept to understand among the elementary school students (Purnomo et al, 2019;Widada et al, 2020;Yeo, 2019). Therefore, teachers should know many different representations about fraction division to teach well about that.…”

Section: Figure 1 the Kob's Experiential Learning Cyclementioning

confidence: 99%

“…However, fraction operation subjects still quite difficult in elementary school students, especially fraction division (Fitri & Prahmana, 2019;Purnomo et al, 2019;Widada et al, 2020;Yeo, 2019). They still assuming that if a number divided by another, it will be smaller than before (Ervin, 2017;Yeo, 2019).…”

Section: Introductionmentioning

confidence: 99%

“…Fraction division also have the different meaning, so students still not properly understand the meaning of fraction division. Fraction division known as measurement concept usually done with repeated substraction until the number that are divided become zero (Purnomo et al, 2019;Stohlmann et al, 2020;Widada et al, 2020). Furthermore, fraction division also known as equal share, for instance there is a half of cake that will be divided into a quarter of cake, how many person that will get that cake (Purnomo et al, 2019;Stohlmann et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

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Prospective Teachers Understanding Fraction Division Using Rectangle Representation

Ristiana

Juandi

Sulistiawati

2021

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Fraction division is one of the most difficult subjects in elementary school. Not only elementary students but many prospective teachers don’t understand the fraction division concept yet—most of them using a keep-change-flip algorithm to solve fraction division problems. A study using rectangle representation was conducted by us to prospective teachers. This study aims to see whether this rectangle representation will make prospective teachers understand or not. To do so, we made a mixed-method study with 80 prospective teachers as participants. The results show that 53,75% of prospective teachers use the keep-change-flip algorithm without understanding the concept of fraction division, and just 15% of prospective teachers understand fraction division. We assume that most prospective teachers still can’t imagine how fraction division works in a real-life context. They remember what they used to do to finish the fraction division problem that their teacher has introduced in primary school. Based on the results, we conclude that the study with rectangle representation still needs an improvement, whether the teacher’s explanation or the rectangle media.

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Section: Figure 1 the Kob's Experiential Learning Cyclementioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Prospective Teachers Understanding Fraction Division Using Rectangle Representation

Ristiana

Juandi

Sulistiawati

2021

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“…The increase is from lower to medium level [15]. Students can improve their abstraction skills during local culture-based learning [16] [17]. Students have been able to analyze the relationship between concepts, axioms, and basic geometric properties through orange peel media (local culture).…”

Section: Introductionmentioning

confidence: 99%

Overcoming Difficulties in Understanding the Linear Equation System Through the Ethnomathematics Approach in the COVID-19 Pandemic

Herawaty¹,

Widada²,

Anggoro³

et al. 2021

Advances in Social Science, Education and Humanities Research

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The purposes of this study were to detect students' errors in understanding the two-variable system of linear equations during the Covid-19 Pandemic; and produce mathematics learning techniques to overcome student errors in understanding the system of two-variable linear equations through virtual learning during the Covid-19 Pandemic. Based on the formulation of the research problem, this type of research is exploratory research. This qualitative research is a procedure to reveal the nature of the symptoms that arise from the ethnomathematics of Bengkulu people. The main instrument in this research is the researcher himself and is guided by other instruments in the form of assignment sheets about mathematics problems based on local culture, as well as interview guidelines. In each stage of subject selection, the process of data collection was carried out directly through task-based interviews, and immediately followed by data analysis (namely genetic decomposition analysis). Based on the students 'genetic decomposition, alternatives were determined to correct students' difficulties regarding systems of linear equations. The results of this study are that the students' errors in concept, principal errors and operation errors. Students misrepresent the meaning of the system concept of variable linear equations. There are students who incorrectly apply the principles of elimination, substitution, and mixture to solve a system of linear variable equations. The technique of overcoming student errors during the COVID-19 pandemic is to apply an ethnomathematics approach that is taught through online learning (with the platform: learning management system and assisted by YouTube media). The conclusion of this research is that the students' mistakes in understanding the system of linear equations are misconceptions, principles and operations, which can be overcome through online ethno-mathematics approaches and YouTube media.

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“…Today, modern mathematics is emerging as a diverse cultural group trying to solve real-world problems (Orey & Rosa, 2004) (Jumri & Murdiana, 2022). Mathematics culture and education are closely related (Widada, Herawaty, Jumri, Wulandari, et al, 2020) (Widada, Herawaty, Lusiana, Afriani, et al, 2020) (Jumri & Murdiana, 2022). Mathematics education can be more effective if the starting point is from a particular cultural context.…”

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confidence: 99%

The process of achieving the principles of the triangle area of middle school students through YouTube assisted learning during a pandemic

Jumri

Widada

Herawaty

2022

Int.J.Trends.Math.Edu.Research

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The purpose of this study was to describe the achievement of the triangular principle of junior high school students through YouTube-assisted learning during the COVID-19 pandemic. It is exploratory research. The subjects of this study were middle school students in Bengkulu City, Indonesia. We conducted task-based interviews with twenty-one people. The data from the completion of the task was analyzed early to determine their level of thinking. It was using its genetic decomposition. We classified them into five levels of schema development. We selected students who were at the trance level for further in-depth interviews. We use audio-visual recorders to get complete and accurate data. Data were analyzed by applying qualitative data analysis techniques. The results of this study were 19% of the research subjects were at the intra level, 33% were at the semi-inter level, 33% were at the inter level, and 10% of the subjects were at the inter level, and only one person who was at the trance level (= 5%). The conclusion of this study is that students who are at the highest level are able to build relationships between actions, processes, objects, and previous schemas so that a mature schema is formed about the area of the triangle.

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How are the process of abstraction of the division of fraction numbers by elementary school students?

Cited by 3 publications

References 7 publications

Prospective Teachers Understanding Fraction Division Using Rectangle Representation

Prospective Teachers Understanding Fraction Division Using Rectangle Representation

Overcoming Difficulties in Understanding the Linear Equation System Through the Ethnomathematics Approach in the COVID-19 Pandemic

The process of achieving the principles of the triangle area of middle school students through YouTube assisted learning during a pandemic

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