Fraction images: the case of six and a half

Marmur, Ofer; Yan, Xiaoheng; Zazkis, Rina

doi:10.1080/14794802.2019.1627239

Cited by 16 publications

(9 citation statements)

References 45 publications

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“…This result is consistent with the results of the studies conducted in this field. It was found that the most common concept image of the students and preservice teachers is the part-whole concept image (Macit & Altay, 2020;Marmur et al, 2020). The fraction modeling test showed that the students ultimately used the area model in fraction modeling but never used the cluster and number line model.…”

Section: Discussion Conclusion and Recommendationsmentioning

confidence: 99%

“…Ancak öğrencilerde kesir kavramının oluşması uzun zaman almakta (Pesen, 2007), bu nedenle kesirler öğrenciler için en zor ve karmaşık konulardan biri haline gelmektedir (Behr ve diğ., 1983;Charalambous ve Pitta-Pantazi, 2007;Lewis, Hayes ve Wysocki, 2012). Araştırmalar öğrencilerin kesirler konusunda zorluklar çektiklerini, bu konuyu anlama düzeylerinin düşük olduğunu göstermektedir (Alacacı, 2010;Alkhateeb, 2019;Bentley ve Bosse, 2018;Braithwaite, Pyke ve Siegler, 2017;Brown ve Quinn, 2006;Ekawati, Lin ve Yang, 2017;Marmur, Yan ve Zazkis, 2020;Purnomo, Widowati ve Ulfah, 2019;Stafylidou ve Vosniadou, 2004). Bu zorluklar öğrencilerin kesirleri sınırlı olarak anlamlandırmalarından kaynaklanmaktadır (Turidho ve diğ., 2020).…”

Section: Introductionunclassified

“…Fraction is an essential subject of primary mathematics education and among the most complicated mathematical concepts for primary school children (Charalambous & Pitta-pantazi, 2005;Lewis et al, 2012), because it takes a long time for students to comprehend (Pesen, 2007). Studies show that students have difficulties with fractions, and their level of understanding is low (Alkhateeb, 2019;Alacacı, 2010;Bentley & Bosse, 2018;Braithwaite et al, 2017;Brown & Quinn, 2006;Ekawati et al, 2017;Marmur et al, 2020;Purnomo et al, 2019;Stafylidou & Vosniadou, 2004). These difficulties arise from students' limited understanding of fractions (Turidho et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

“…There are studies in the literature that examine primary school students' level of understanding fractions, fraction meanings they use, and modeling skills separately (Castro-Rodriguez et al, 2016;Domoney, 2002;Macit & Altay, 2020;Marmur et al, 2020;Petit et al, 2010;Turidho et al, 2020), but there is a need for studies that investigate how students construct this concept in their minds. This research aims to reveal how students perceive the concept of fractions by examining their mental structures about fractions from different perspectives.…”

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Investigation of fourth-grade students' mental structures about fractions

Sümen

2022

E-Kafkas Eğitim Araştırmaları Dergisi

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This study aimed to examine fourth-grade students' mental structures related to the concept of fractions. Twelve fourth-grade students participated in the study, which was conducted in the case study model. The data were collected through triangulation to ensure that the mental structures of the students were examined in depth. Data collection tools are mind maps, fraction concept image test, and fraction modeling test. The data were analyzed using content analysis and the rubric developed in the study. The analysis results of mind maps showed that students' mental structures related to the concept of fractions were gathered mostly under the themes of fraction types, fraction parts, and fraction meanings. The other themes of mind maps are number operations, mathematical notation, mathematics, and modeled objects. With the analysis of the fraction concept image tests, it was revealed that the students had part-whole, quotient, and ratio fraction concept images. However, it was determined that they never used fractions in terms of operators and measures. In addition, it was found that the students used the area model in modeling all of the fraction problems, but they never used the number line and cluster model. This result showed that students associate fractions more with the area model in their minds. It was also seen that the students' fraction modeling skills are at a medium level. The results are discussed in the light of the related studies.

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Section: Discussion Conclusion and Recommendationsmentioning

confidence: 99%

Section: Introductionunclassified

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Investigation of fourth-grade students' mental structures about fractions

Sümen

2022

E-Kafkas Eğitim Araştırmaları Dergisi

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“…For the primary level, or grades one to six, the construction of rational number and fraction knowledge make up an integral part of mathematics and are foundational for helping build proportional reasoning, which are essential for future mathematical learning (Clarke et al, 2008). Although fraction knowledge represents an important part of the curriculum, students' as well as prospective teachers' conceptual understanding has, however, often been shown to be limited (Ball, 1990;Castro-Rodríguez et al, 2016;Marmur et al, 2019). Prospective teacher education thus needs to focus on strengthening conceptual understanding of fractions, thereby enabling prospective teachers to support students to engage in reasoning.…”

Section: Introductionmentioning

confidence: 99%

The use of a scriptwriting task as a window into how prospective teachers envision teacher moves for supporting student reasoning

Shure

Liljedahl

2023

J Math Teacher Educ

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The development of mathematical reasoning skills has increasingly been of focus for the teaching and learning of mathematics. This research utilizes a teaching simulation using the methodology of scriptwriting, in which prospective teachers are asked to complete a script of a dialogue from a classroom simulation involving fraction multiplication and division with justification, assisting fictional students to work through their difficulties and helping them to justify their reasoning. Such tasks allow for the examination of the prospective teacher moves to support student reasoning through their imagined action and choice of words. Scripts from forty-one prospective primary teachers were examined for the study, and five clusters based on the type of teacher move for supporting student reasoning were found. Overall, the prospective teachers emphasized the elicitation and facilitation of students’ ideas. The cluster analysis, however, provided a nuanced examination of the cohort’s teacher moves. While cluster one saw the highest incident of eliciting teacher moves, albeit only in the low potential category, clusters two and three mostly used facilitating teacher moves, but varied in their use of high and low potential moves. Cluster four concentrated moves on facilitating, eliciting, and responding to student reasoning. Cluster five employed teacher moves from all main categories, with some instances of high potential moves in all categories except extending student reasoning, which can better support reasoning. The prospective mathematics teachers’ scripts and the five clusters that were found during analysis are discussed with implications for future teacher education and the support of building mathematical reasoning.

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Spotlight on Area Models: Pre-service Teachers’ Ability to Link Fractions and Geometric Measurement

Lee

2020

Int J of Sci and Math Educ

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Fraction images: the case of six and a half

Cited by 16 publications

References 45 publications

Investigation of fourth-grade students' mental structures about fractions

Investigation of fourth-grade students' mental structures about fractions

The use of a scriptwriting task as a window into how prospective teachers envision teacher moves for supporting student reasoning

Spotlight on Area Models: Pre-service Teachers’ Ability to Link Fractions and Geometric Measurement

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