Zobrazeno 1 - 10
of 56
pro vyhledávání: '"fraction division"'
Publikováno v:
Infinity, Vol 10, Iss 2, Pp 161-174 (2021)
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 f
Externí odkaz:
https://doaj.org/article/80079d8ad1ff43869de312044b1cbc9d
Autor:
Soo Jin Lee
Publikováno v:
Journal of Educational Research in Mathematics, Vol 30, Iss S, Pp 153-168 (2020)
This study provides a fine-grained analysis of teachers’ reasoning as they engage in quotitive fraction division tasks. In particular, this qualitative analysis considers the mathematical knowledge that six middle-grade teachers used in a professio
Externí odkaz:
https://doaj.org/article/c33ee6567e64427ea407a4517613fb59
Publikováno v:
Journal on Mathematics Education, Vol 11, Iss 2, Pp 237-258 (2020)
Students show deficient understanding on fraction division and supporting that understanding remains a challenge for mathematics educators. This article aims to describe primary students’ understanding of partitive fraction division (PFD) and explo
Externí odkaz:
https://doaj.org/article/c267a24d1d93463385aa7398a6374b20
Autor:
Jeongha Kim
Publikováno v:
Journal of Educational Research in Mathematics, Vol 30, Iss 1, Pp 67-88 (2020)
To analyze how fraction division is used in Korean mathematics textbooks, this study examined the various situations in which fraction division is applied and how the fraction division algorithm is developed. In the textbooks from the 1st curriculum
Externí odkaz:
https://doaj.org/article/91c0b093ce864e908e07f10443f50106
Akademický článek
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Autor:
Geri Syahril Sidik, Fajar Nugraha
Publikováno v:
Pedagogia: Jurnal Pendidikan, Vol 8, Iss 1, Pp 45-52 (2019)
The purpose of writing this article is to obtain an overview of the thinking process of ele- mentary school students in mathematical understanding related to the material of multi- plication and fraction distribution. The thought process consists of
Externí odkaz:
https://doaj.org/article/554210ea5c154e6da0ef1c1242cdee1d
Publikováno v:
Infinity, Vol 8, Iss 1, Pp 57-74 (2019)
The purpose of the study is to investigate the Indonesian students’ performance in solving fraction division case including the difficulties, relations, and implications for classroom instruction. This study employed a descriptive case study to ach
Externí odkaz:
https://doaj.org/article/84c358d3fd2042cab63152ee06510125
Publikováno v:
Mathematics Teaching in the Middle School, 2018 Oct 01. 24(2), 104-110.
Publikováno v:
Mathematics Teaching in the Middle School, 2018 Sep 01. 24(1), 36-43.
Publikováno v:
Journal of Numerical Cognition, Vol 3, Iss 1, Pp 31-57 (2017)
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
Externí odkaz:
https://doaj.org/article/bad3e1e6a7e747278c0a2cb3ccc6947b