Investigation of fraction schemes and models as a means to understand how sixth grade students make sense of fractions
Başlık çevirisi mevcut değil.
- Tez No: 403206
- Danışmanlar: Dr. SCOTT A. COURTNEY
- Tez Türü: Yüksek Lisans
- Konular: Eğitim ve Öğretim, Matematik, Education and Training, Mathematics
- Anahtar Kelimeler: Belirtilmemiş.
- Yıl: 2016
- Dil: İngilizce
- Üniversite: Kent State University
- Enstitü: Yurtdışı Enstitü
- Ana Bilim Dalı: Belirtilmemiş.
- Bilim Dalı: Belirtilmemiş.
- Sayfa Sayısı: 129
Özet
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Özet (Çeviri)
This study aimed to develop models of students' ways of interacting with and understandings of fraction models. The purpose of the study was to understand how students interact with items that require them to employ their fraction schemes involving area, length, and set models. The study attempted to address how using fraction schemes as a theoretical framework (Steffe & Olive, 2010) across different fraction models helps identify differences in students' ways of thinking in relation to these models. The current study differed from prior studies in that it simultaneously attended to four fraction schemes (i.e., partitioning, part-whole, partitive unit fraction, and partitive fraction schemes) and their representations with area, length, and set models (i.e., continuous and discrete models). In addition, the study investigated potential interactions between fraction schemes and models. Results from this study inform instructional practices that allow for variation in model types and ways of operating described in fraction schemes. Furthermore, detailed models of students' fraction understandings presented in the findings would be valuable for practitioners when making instructional decisions. A convergent parallel mixed methods design was employed in that both quantitative and qualitative analyses were conducted to interpret the students' understanding of fractions. The Friedman test statistics and interpretive qualitative approach allowed the examination of different schemes, different models types, and particular schemes across types of models. Data were gathered through one-on-one clinical interviews with 18 sixth grade students at a suburban public middle school in the Midwestern United States.
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