Teaching Fractions in Elementary School

Steenbrugge, Hendrik Van; Remillard, Janine T.; Verschaffel, Lieven; Valcke, Martin; Desoete, Annemie

doi:10.1086/683111

Cited by 5 publications

(4 citation statements)

References 54 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…This is also supported by research results [17][18][19] that is, using fractions teaching aids or fractional learning media can improve students' understanding of concepts, especially multiplication of fractions and the concept of equivalent fractions. [20] and [21] also agrees that the material for fractions is quite difficult material to teach to elementary school students because students must master the whole number material first before learning fractions. So it is necessary to consider the learning media used so that students can understand the concept of fractions well.…”

Section: Meta-analysis Based On Data Analysismentioning

confidence: 78%

Meta-Analysis of the Effect of Learning Fractions Using Assistants Media on Student’s Motivation and Concepts Understanding

Yensy,

Haji,

Apryani

et al. 2023

Advances in Social Science, Education and Humanities Research

View full text Add to dashboard Cite

The purpose of this study was to ascertain the impact of teaching fractions to students utilizing assistive media or teaching aids on their motivation and conceptual understanding. The impact is assessed using data from earlier studies. Meta-analysis is the method used in this investigation. A meta-analysis is an examination of numerous research findings on related issues. The written documents regarding fractional learning research employing media in the form of journal articles and research reports were chosen purposefully based on their fit with the research theme as the unit of analysis in this study. The researcher was the primary research instrument, with the documentation guide as support. Quantitative data analysis using percentages is employed, and qualitative data analysis is used for data from the narrative studies of the studies that were used. The findings indicated that employing media or instructional tools to teach fractions could improve students' motivation to learn and conceptual understanding. Learning is more engaging for pupils, and they have more fun while playing media games that require them to solve fractional problems. The concepts of equivalent fractions, addition, and subtraction of fractions are better understood.

show abstract

Section: Meta-analysis Based On Data Analysismentioning

confidence: 78%

Meta-Analysis of the Effect of Learning Fractions Using Assistants Media on Student’s Motivation and Concepts Understanding

Yensy,

Haji,

Apryani

et al. 2023

Advances in Social Science, Education and Humanities Research

View full text Add to dashboard Cite

show abstract

“…Essas barreiras podem advir de situações matematicamente críticas, relacionadas à aprendizagem dos alunos (Behr et al, 1983;Newstead & Murray, 1998), e do conhecimento (Pinto & Ribeiro, 2013;Van Steenbrugge, Remillard, Verschaffel, Valcke, & Desoete, 2015). Para ultrapassar essas barreiras, um dos aspectos centrais é o trabalho relacionado com os múltiplos significados das frações.…”

Section: Matemática No âMbito De Fraçõesunclassified

Conhecimento especializado do professor que ensina matemática: uma análise do livro didático no âmbito das frações

Litoldo

Almeida

Ribeiro

2018

TANGRAM

View full text Add to dashboard Cite

RESUMO :Considerando o grande desafio que as frações representam para os alunos, discutem-se, neste artigo, algumas tarefas no âmbito das frações, de um livro didático utilizado na Educação de Jovens e Adultos e a importância do conhecimento especializado do professor. A partir de uma abordagem qualitativa, parte-se do pressuposto de que o livro didático se caracteriza como um dos principais recursos de orientação dos professores em sua prática pedagógica. Portanto, torna-se essencial uma discussão acerca do conteúdo desse recurso. Tendo em vista o conhecimento do professor, assume-se a conceitualização do Mathematics Teachers' Specialized Knowledge. Constata-se que cabe ao professor reconhecer as potencialidades/limitações das tarefas propostas no livro didático -o que requer dele um conhecimento especializado sobre todos os temas matemáticos envolvidos nos problemas propostos -e atribuir significado a tais tarefas, de modo a possibilitar o desenvolvimento, de forma matematicamente adequada, do conhecimento, das competências e das habilidades dos alunos. PALAVRAS-CHAVE: Livro didático. Frações. Mathematics Teachers' SpecializedKnowledge.ABSTRACT: This paper starts from the well-known students' difficulties in the topic of fractions and discusses teachers' knowledge related with some tasks included in a textbook for Youth and Adult Education. From a qualitative approach and considering that textbooks are the main resource teachers use in classroom, its, thus, essential a discussion on the content of such resource. Assuming the specificities of teachers' knowledge we assume the Mathematic Teachers' Specialized Knowledge conceptualization. We discuss aspects of teachers' knowledge associated with potentialities/constrains associated with the tasks proposed in the textbook. Also, the demands of a specialized knowledge on the different related topics and to give meaning to such tasks in order to promote the development of students' knowledge, competencies and abilities.

show abstract

“…Mathematics textbooks, typically distributed in printed form or, more recently, electronically, serve as comprehensive resources containing explanations and exercises for student engagement. These textbooks assume a central role in guiding the pedagogical activities of educators and stand as the primary instructional conduit for teachers and students (Van Steenbrugge et al, 2013). Indeed, textbooks can be perceived as integral components of the implemented curriculum (Houang & Schmidt, 2008), effectively bridging the gap between the intended curriculum and its actual enactment (Schmidt et al, 2001).…”

Section: Introductionmentioning

confidence: 99%

A refined framework for qualitative content analysis of mathematics textbooks

Zeynivandnezhad,

Saralar-Aras,

Halai

2024

EURASIA J Math Sci Tech Ed

View full text Add to dashboard Cite

Within the realm of mathematics education, the examination of textbooks has emerged as a focal point of scholarly investigation. This endeavor necessitates the development of a comprehensive instrument capable of facilitating both qualitative and quantitative textbook analysis. To address this need, we draw upon a corpus of seminal studies, and supplement our analysis with local research reports that assess the quality of mathematics textbooks through a qualitative content analysis approach. Content analysis was utilized to examine the documents and identify the themes relevant to the analysis of mathematics textbooks. Our data analysis revealed the identification of six overarching themes for the systematic evaluation of mathematics textbooks: (1) language and communication, (2) content analysis, (3) pedagogical approach, (4) cultural sensitivity and inclusivity, (5) assessment and exercises, and (6) visual aids and presentation. Each of these themes is meticulously expounded upon, shedding light on their significance in shaping the intricacies of mathematics textbook authorship. This proposed analytical framework presents an invaluable resource for enhancing the quality of mathematics textbooks at the school level. The themes elucidated herein offer a structured approach to textbook assessment, ultimately fostering the advancement of mathematical education by improving the instructional materials that are integral to the teaching and learning process.

show abstract

Teaching Fractions in Elementary School

Cited by 5 publications

References 54 publications

Meta-Analysis of the Effect of Learning Fractions Using Assistants Media on Student’s Motivation and Concepts Understanding

Meta-Analysis of the Effect of Learning Fractions Using Assistants Media on Student’s Motivation and Concepts Understanding

Conhecimento especializado do professor que ensina matemática: uma análise do livro didático no âmbito das frações

A refined framework for qualitative content analysis of mathematics textbooks

Contact Info

Product

Resources

About