Middle grade students' performances in translating among representations of fractions: A Turkish perspective

Kurt, Gönül; Çakıroğlu, Erdinç

doi:10.1016/j.lindif.2009.02.005

Cited by 13 publications

(18 citation statements)

References 13 publications

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“…The concept of function Many studies have investigated students' understanding of the concept of function, concentrating on testing students' ability in recognizing different representations of function and the transition between them (Kurt & Cakiroglu, 2009;Gagatsis & Shiakalli, 2004;Schwarz et al, 1990;Sajka, 2003;Hitt, 1998).…”

Section: Theoretical Backgroundmentioning

confidence: 99%

“…Yet none of them alone can describe the idea of function completely. All these studies show that students need to recognize different representations of function to help them to deepen their understanding of the concept of function (Kurt & Cakiroglu, 2009).…”

Section: Multiple Representations Of Functionmentioning

confidence: 99%

“…Greeno and Hall (1997) point out that a useful tool in building mathematical information and conceptual understanding for students is the use of different representations. The research reported above shows the necessity of students recognizing different representations of function and conversion between them in order to understand more fully the concept of function (Kurt & Cakiroglu, 2009).…”

Section: Introductionmentioning

confidence: 99%

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How do secondary school students from the Kurdistan Region of Iraq understand the concept of function?

Hussein

Csíkos

2022

Teach. Math. Comput. Sci.

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The study investigates secondary school students' understanding of the concept of function. The paper focuses on three main aspects: students' ability to define the concept of function; students' ability to recognize different representations of function; and students' ability to convert between different representations. A test was developed to assess the three main constructs of the study and administered to 342 students in secondary schools in the Kurdistan Region of Iraq. According to the results, students have diffculties in recognizing different representations of function and conversion between them. Connections between different parts of the test may provide hints on educational challenges of how to appropriately teach functions. Subject Classification: 26Bxx, 97D60

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Section: Theoretical Backgroundmentioning

confidence: 99%

Section: Multiple Representations Of Functionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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How do secondary school students from the Kurdistan Region of Iraq understand the concept of function?

Hussein

Csíkos

2022

Teach. Math. Comput. Sci.

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“…En relación con las actividades para la comprensión del elemento matemático una parte puede estar dividida en otras partes, los EPM usaron de manera parecida el modo de representación continuo y discreto. Que el alumnado de primaria tenga más éxito al resolver actividades en las que la representación se proporciona en contexto continuo que en discreto (Larson, 1988;Ni, 2001), se ha vinculado a la exposición continuada a actividades de fracciones presentadas en contexto continuo (Kurt y Cakiroglu, 2009). Por tanto, que los EPM en esta investigación propusieran actividades con el modo de representación continuo y discreto, sugiere que la información sobre la THA dotó a los EPM de ejemplos que les permitieron valorar la necesidad de proporcionar a su alumnado actividades en diversos modos de representación como medio para conseguir desarrollar su comprensión de las fracciones.…”

Section: Características De Las Actividades Propuestas Por Los Epmunclassified

Uso de una trayectoria hipotética de aprendizaje para proponer actividades de instrucción

Ivars

Fernández

2020

ensciencias

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Decidir cómo continuar la enseñanza se ha identificado como la destreza más difícil de entre las tres que configuran la competencia de mirar profesionalmente el pensamiento matemático del estudiante. En este estudio 95 estudiantes para maestro de Educación Primaria resolvieron una tarea en la que debían proponer un objetivo de aprendizaje y actividades para apoyar el desarrollo de la comprensión del significado de fracción como parte-todo usando como referencia una trayectoria hipotética de aprendizaje. Los resultados sugieren que la trayectoria hipotética de aprendizaje ayudó a los estudiantes para maestro a proponer actividades centradas en la comprensión de los estudiantes usando los elementos matemáticos que articulan la trayectoria hipotética de aprendizaje.

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“…Yapılan bilimsel çalışmalar (Behr, et al, 1993;de Castro, 2008;Çiltaş & Işık, 2012;Çiltaş & Yılmaz, 2013;Eraslan, 2011;Gümüş ve diğerleri;Toluk-Uçar, 2009) (Ball, 1990;Borko, Eisenhart, Brown, Underhill, Jones, & Agard, 1992;Eisenhart, Borko, Brown, Underhill, Jones, & Agard, 1993;Erdem, Gökkurt, Şahin, Başıbüyük & Soylu, 2015;Işık, 2011;Lubinski, Fox, & Thomason, 1998;Ma, 1999;Tirosh, 2000;Tuna, Biber & Yurt, 2013;Zembat, 2007) benzer sonuçları işaret etmektedir. Kılıç & Özdaş, 2010;Kurt & Çakıroğlu, 2009;Orhun, 2007;Şiap & Duru, 2004). Gürbüz ve Birgin (2008) farklı öğrenim seviyesindeki öğrencilerin rasyonel sayıların farklı gösterim şekilleriyle işlem yapma becerilerini karşılaştırdıkları çalışmalarında, her bir öğrenim seviyesindeki öğrencilerin cebirsel gösterimlerle işlem yapma becerilerinin geometrik model ve sayı doğrusunu kullanarak işlem yapma becerilerinden daha iyi olduğunu ortaya koymuşlardır.…”

Section: Sonuçlar Ve Tartışmaunclassified

Kesir İşlemlerinde Model Kullanma: Bir Durum Çalışması

Mumcu¹

2018

Necatibey Eğitim Fakültesi Elektronik Fen Ve Matematik Eğitimi Dergisi

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-The purpose of this qualitative study is the examination of pre-service teachers' using mathematical models in the fraction operations. The study group consist of 29 pre-service teachers attending a state university's Primary Mathematics Teaching program and have taken mathematical modeling elective course. In the study, the Achievement Test, which was formed by the researcher was used as the data collection tool. At the end of the study, it has been observed that pre-service teachers can use all models successfully in the case of addition and subtraction operations, but have difficulty in using these models in multiplication and division operations. It has also been seen that pre-service teachers have difficulty in expressing the algorithm or meaning of the fraction operations and the relation of whole and fractional parts in the models. In relation to the results of the study, it is proposed that more specific courses are included in the curricula of teacher education programs, which will include the knowledge of teaching mathematics and how to teach specific concepts which the learners have difficulty to learn in mathematics.

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Middle grade students' performances in translating among representations of fractions: A Turkish perspective

Cited by 13 publications

References 13 publications

How do secondary school students from the Kurdistan Region of Iraq understand the concept of function?

How do secondary school students from the Kurdistan Region of Iraq understand the concept of function?

Uso de una trayectoria hipotética de aprendizaje para proponer actividades de instrucción

Kesir İşlemlerinde Model Kullanma: Bir Durum Çalışması

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