Fraction models used by primary school teachers

Doğan, Adem; Tertemiz, Neşe

doi:10.17051/ilkonline.2020.762538

Cited by 5 publications

(9 citation statements)

References 2 publications

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“…At that point, we do not agree with Duran [39] since the set model and the number line model also necessitate equal separation. Similarly, Doğan and Tertemiz [40] also noted that the number line model was used less frequently than the area and set model. The results implicated that the set model was frequently preferred by the students, except for few.…”

Section: Resultsmentioning

confidence: 99%

Development of primary school fourth-grade students’ fraction calculation strategies through the argumentation method

Doğan

Sır

2022

EduLearn

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One of the most fundamental subjects of primary school mathematics, the concept of fraction plays a key role in students' educational background. Students experience difficulties and misconceptions regarding this concept. Therefore, it is of great importance to understand this subject well and to use different teaching methods and techniques. Various methods can be used in learning mathematics, such as invention method, computer-assisted teaching, problem solving, creative drama and discussion. Argumentation method is a scientific discussion of a claim on a subject by providing data, warrant and backing, and by revealing the rebuttal and the invalidity of the claim. Students gain more skills by interacting with teachers or collaborating with their peers, and that they possess skills that have not been obtained before or that are too difficult to achieve on their own. Therefore, the argumentation method was chosen for its effect on the development of primary school students’ fraction calculation strategies. Having a case study design, this study was conducted with 28 primary school fourth-grade students and 10 open-ended questions prepared by the researchers were used during interviews. The results suggested that primary school students were able to develop fraction calculation strategies through the argumentation method. In general, inventing strategies, using representations, number sense, addition and subtraction, using unit fractions and proportional reasoning were used as fraction calculation strategies. It recommended to use the argumentation method in other critical subjects of mathematics as well.

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Section: Resultsmentioning

confidence: 99%

Development of primary school fourth-grade students’ fraction calculation strategies through the argumentation method

Doğan

Sır

2022

EduLearn

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“…Peserta didik kue sesuai dengan pecahan yang dikenalkan yaitu , peserta didik dengan kategori nilai 3 memotong kue dengan ukuran yang cenderung berbeda antara ukuran bentuknya atau tidak kongruen. Perbedaan ukuran yang dihasilkan pada bilangan pecahan dengan penyebut ganjil merupakan salah satu kelemahan pada model luas dengan menggunakan bentuk lingkaran karena tidak bisa dipotong secara tepat (Doğan & Tertemiz, 2020).…”

Section: Tahap Enaktifunclassified

“…Dibandingkan dengan penggunaan kue pada model luas, penggunaan model panjang memberikan memberikan pemahaman pada peserta didik tentang pecahan sebagai angka (Walle et al, 2010). Selain itu penggunaan model panjang juga memberikan pemahaman pada peserta didik tentang konsep pecahan dengan penempatannya pada garis bilangan dan pertimbangan panjang ukuran berdasarkan jaraknya (Doğan & Tertemiz, 2020).…”

Section: Pemahaman Bilangan Pecahan Model Panjang Dengan Teori Brunerunclassified

Implementasi Teori Bruner pada Bilangan Pecahan melalui Model Luas dan Model Panjang

Sholihah

Trimurtini

2023

jpm

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Penelitian ini bertujuan untuk mendeskripsikan kemampuan pemahaman konsep bilangan pecahan peserta didik kelas II menggunakan model luas dan model panjang dengan teori Bruner. Metode penelitian yang digunakan adalah kualitatif dengan desain penelitian deskriptif. Penelitian dilakukan di SDN 1 Randublatung pada kegiatan Kampus Mengajar angkatan 3. Teknik pengumpulan data dilakukan dengan observasi, wawancara, dan dokumentasi. Hasil penelitian menunjukkan bahwa dalam pengenalan konsep bilangan pecahan perlu diperhatikan pemilihan teori belajar dan model yang digunakan. Dalam penelitian ini, teori belajar yang digunakan dalam mengenalkan konsep pecahan adalah teori Bruner, sedangkan model yang dipakai adalah model luas dan model panjang. Pengenalan konsep bilangan pecahan menggunakan model panjang dengan teori Bruner lebih efektif digunakan karena menggunakan konsep angka pada panjang ukuran sehingga peserta didik tidak kesulitan dalam menentukan panjang ukuran yang akan dibagi. Sedangkan pengenalan konsep bilangan pecahan menggunakan model luas berbantuan alat peraga berbentuk lingkaran dengan teori Bruner terdapat kendala pada bilangan pecahan dengan penyebut ganjil peserta didik kesulitan membagi luas sehingga bagian yang dibagi tidak kongruen.

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“…Therefore, these difficulties have restricted their mind to aim for a career related to science, technology, engineering, and mathematics (STEM) that highly demands visual abilities which contrast with them. Before the crisis of pandemic COVID-19, the educators use various physical techniques including manipulating a lot of physical objects that require their energy, time, and cost to stimulate the affective interactions among the low vision learners, particularly in terms of feelings, thoughts, emotions, and actions to ensure they can grasp the fraction concept comprehensively [4]. The situation becomes more complex as currently, the mainstream education system was focusing more on the needs of general learners compared to low vision, particularly on the knowledge delivery approach (i.e.…”

Section: Introductionmentioning

confidence: 99%

“…DidikTV Channel). In addition, initial investigation through elicitation of works of literature also reveals that the concept of affective interactions integrated with augmented reality, particularly in the delivery of the fraction concept to low vision alpha generation is insufficiently explored [4]. Even though the trend of affective computing and augmented reality is increasing however most of the existing apps fail to stimulate the affective interactions, particularly in terms of feelings, thoughts, emotions, and actions of low vision learners which are highly needed in ensuring they master the fraction concept.…”

Section: Introductionmentioning

confidence: 99%

Augmented Reality Fraction Apps for Low Vision Alpha Generation Based on Affective Design Principles

Aziz¹,

Ahmad²,

Rahman³

et al. 2022

TEM Journal

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The advancement of affective computing and augmented reality (AR) have been growing rapidly in the Information and Communication Technology (ICT) domain. Even though the trend of both subresearch domains is increasing however most of the existing AR apps fail to stimulate affective interactions particularly in terms of feeling, thought, emotion, and action which is highly needed by the low vision alpha generation particularly to understand the fraction concept. Therefore, the objective of this study is to develop an Affective Augmented Reality Fraction Apps for Low Vision Alpha Generation (ARFA4LV).The 3-Phases Development Model which consisted of (i) pre-production, (ii) production, and (iii) postproduction has been utilized to develop the ARFA4LV. In addition, User-Centred Design (UCD) approach has been utilized throughout the development phase. The finding of this study is the ARFA4LV. The future work of this study is to provide the heuristic evaluation and user experience testing on ARFA4LV.

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Fraction models used by primary school teachers

Cited by 5 publications

References 2 publications

Development of primary school fourth-grade students’ fraction calculation strategies through the argumentation method

Development of primary school fourth-grade students’ fraction calculation strategies through the argumentation method

Implementasi Teori Bruner pada Bilangan Pecahan melalui Model Luas dan Model Panjang

Augmented Reality Fraction Apps for Low Vision Alpha Generation Based on Affective Design Principles

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