Mjournal for elementary students
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İlköğretim beşinci sınıf öğrencilerinin matematiksel problemlerin çözümlerinde kullandıkları temsiller. Journal of Mathematical Behavior, 14, 365-378. Equivalent fractions: Their difficulty and educational implications. Journal of Science and Mathematics Education in Southeast Asia, 7, 26-33 Fraction Models That Promote Understanding for Elementary Students. Proceedings of the Eleventh International Conference Psychology of Mathematics Education (PME-XI) Vol II, 408-415. Practical work and formalisation, too great a gap. Pamukkale University Journal of Education, 23(1), 85-94 Farklı Öğrenim Seviyesindeki Öğrencilerin Rasyonel Sayıların Farklı Gösterim Şekilleriyle İşlem Yapma Performanslarının Karşılaştırılması. A componential view of children’s difficulties in learning fractions. Gabriel, F., Coché, F., Szucs, D., Carette, V., Rey, B., & Content, A.How to design and evaluate research in education (10th ed.). Mathematics Teaching in the Middle School. The Role of Representations in Fraction Addition and Subtraction.
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Reston, VA: The National Council of Teachers of Mathematics, Inc. Litwiller (Ed.), Making sense of fractions, ratios, and proportions (pp. Using manipulative models to build number sense for addition and fractions. Twenty-second Annual Meeting of the International Group for the Psycology of Mathematics Education, (7-10 October), Tucson, Arizona Prospective elementary teachers' dominant situations and knowledge about representations of rational numbers. Hillsdale, NJ: Lawrence Earlbaum Associates. Statistical power analysis for the behavioral sciences (2nd ed.). Mathematics Teaching in The Middle School, 13(7), 372-380. 10 practical tips for making fractions come alive and make sense. Educational Studies in Mathematics, 64(3), 293–316. Drawing on a theoretical model to study students’ understandings of fractions. Educational Studies in Mathematics, 92(1), 129-146. Prospective teachers’ understanding of the multiplicative part-whole relationship of fraction. Castro-Rodríguez, E., Pitta-Pantazi, D., Rico, L., & Gómez, P.Journal for Research in Mathematics Education, 19(3), 215-232. Landau (Eds.), Acquisition of Mathematics Concepts and Processes, (pp. Behr, M., Lesh, R., Post, T., & Silver E.Journal of Mathematics Education, 28(1), 48-69. & Lesh, R., (1997) Conceptual Units Analysis of Preservice Elementary School Teachers' Strategies on a Rational-Number-as-Operator Task. Behr, M., Khoury, H., Harel, G., Post, T.Grouws (Ed.), Handbook of research on mathematics teaching and learning: A project of the National Council of Teachers of Mathematics (pp. İlköğretimde matematik öğretimi (1–5.Sınıflar İçin). Journal for Research in Mathematics Education, 26(1), 2-19. Students' Use of Part-Whole and Direct Comparison Strategies for Comparing Partitioned Rectangles. International Electronic Journal of Elementary Education, 10(5), 591-599. The misconceptions of sixth grade secondary school students on fractions. Aliustaoğlu, F., Tuna, A., & Biber, A.Meanwhile, it was seen that as the classroom levels increased, the success rates in overall scores, representation types, except region-line segment, and simple and equivalent fractions increased.
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The results of the analyses showed that the students' performance to link equivalent fractions' symbolic and graphical representations changed significantly with respect to the representation type (region-line segment, region-number line, set-line segment, set-number line, line segment- number line) and with respect to simple and equivalent fractions. As the normality assumption was violated, non-parametric tests were applied. The RFT included items involving regional areas, line segments, and set representations to assess the part-whole meaning and those involving number lines to assess the measure meaning of the rational number. Representational Fluency Test (RFT) developed by Niemi (1996) was used as a measurement tool. The study was conducted with 1111 students from 11 elementary schools. The sample of the study consisted of 4, 5, 6, and 7th-grade elementary school students in the Sakarya province, Turkey. The design of this research was a survey study.
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The purpose of this study was to determine elementary school 4-7th grade students' ability to link equivalent fractions' symbolic and graphical representations.