Use of Virtual Reality in Teaching Fractions at Elementary Level

The learning difficulties of the mathematical concept of fraction is a topic that has been studied by different mathematical educators, but still is a relevant topic today, because despite the proposals that have been made to improve learning, they have not been used for all teachers besides those few that are involved in the use of the technology. Besides that there is little educational software that is based on research and is validated to be taken to the classroom. This article shows a virtual system that has been created for the student to interact with it in order to connect his knowledge with his play skills, skills of discovery, reasoning, communication among others and may have a significant learning of fraction

TEACHING FRACTIONS TO BILINGUAL STUDENTS: A CASE STUDY IN SCHOOLS OF THE DODECANESE, GREECE

<p>In this study we present a method for the simultaneous interaction of many bilingual students by the use of tests. Its application was to fractions, where the difficulties were deemed to be the basis of a theoretical model. With this same theoretical model we created a teaching method for the teaching of fractions. First there was an evaluation of the situation, followed by the drawing up of a teaching scheme on themes of language to improve communication between pupil and teacher. Subsequent examination that there was an improvement in the students’ comprehension of fractions. </p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0863/a.php" alt="Hit counter" /></p>

Conhecimentos Evidenciados Por Futuras Professoras de Matemática Sobre os Números Racionais e Sobre seu Ensino

ResumoEste artigo objetiva identificar os conhecimentos evidenciados por um grupo de licenciandas ao ensinar noções e procedimentos concernentes ao conceito de fração e à resolução de operações em Q na Educação Básica. Considera-se as categorias refinadas por Ball, Thames e Phelps a partir de trabalhos de Shulman, no que diz respeito aos conhecimentos necessários ao professor que ensinará Matemática. Opta-se por discutir neste trabalho os resultados de dois questionários aplicados a quatro estudantes de um curso de Licenciatura em Matemática ao iniciar uma formação sobre números racionais e seu ensino, vinculada ao projeto de pesquisa “Um estudo sobre os conhecimentos necessários ao professor de matemática para ensinar frações”. As respostas das participantes a esses questionários indicaram dificuldades como: localizar frações na reta numérica; fixar uma unidade comum a todas as frações para ser o inteiro e compará-las; e representar uma fração em que o denominador seja maior que o numerador. Esses desafios, muito presentes em alunos da Educação Básica, persistem mesmo após essas licenciandas terem integralizado mais de 50% do curso. Diante disso, considera-se que o formador de professores precisaria incluir em suas aulas situações que lhe permita discutir com os futuros professores aspectos relacionados ao conteúdo, às causas dos erros cometidos pelos alunos e maneiras de superá-las. Palavras-chave: Formação de Professores. Ensino de Fração. Conhecimento Comum do Conteúdo. Conhecimento do Conteúdo Especializado. AbstractThe goal of this article is to identify the knowledge that a group of student-teachers has for teaching notions and procedures regarding the concept of fractions and solving equations in Q in Basic Education. We consider the categories refined by Ball, Thames and Phelps, based on the works of Shulman, with respect to the knowledge necessary for a teacher to teach Mathematics. In this paper, we have chosen to discuss the results of two questionnaires applied to four students in a Mathematics Teaching Degree program at the start of the training program on Rational Numbers and how to teach them, linked to the research project “A study on the knowledge necessary for a Mathematics teacher to teach fractions” (Um estudo sobre os conhecimentos necessários ao professor de matemática para ensinar frações). The participants’ answers to these questionnaires indicated difficulties, such as: locating fractions on a number line; finding a common unit for all fractions to be a whole number and, thus, be able to compare them; and representing a fraction in which the denominator is greater than the numerator. These challenges are frequently present among students in Basic Education and they persisted even after the student-teachers completed 50% of the program. As such, we believe that teacher trainers need to include situations in their classes to discuss with future teachers aspects related to the content, to the causes of mistakes made by students and ways to fix them. Keywords: Teacher Trainer. Teaching Fractions. Common Content Knowledge. Specialized Content Knowledge.

An Application Example for The Teaching Fractions with the Developed Digital Fraction Transparency Material

The aim of the current study is to investigate the effects of digital teaching materials on 4th graders' academic achievement on fractions subject and attitudes towards mathematics and computers. The study was planned with a pretest and posttest control group design. The participants of the study were 60 students studying in a public elementary school in Karabağlar district of İzmir province. Through a pilot study, groups were selected to administer an academic achievement test to all fourth classes in the school. Initial analyses suggested A and E classes" achievement scores did not differ significantly; thus, these classes were included in the study. Class A with 32 students was randomly selected as the experimental group. 55% (n = 33) of the participants were male and 45% (n = 27) were female. The experimental group received technology-enhanced presentations, whereas the control group had traditional presentations from the same teacher. Participants had access to interactive digital materials within course hours on the classroom computer. The study took four weeks (16 course hours). Data were collected through fractions achievement test, mathematics attitude scale and computer attitude scale. Results revealed no significant differences between achievement and computer attitudes scores of the groups. However, the mathematics attitudes scores show significant differences between groups.

Manipulative Approach In Teaching Fractions

This study aimed to determine the effects of using manipulatives in teaching fractions. Quasi- experimental method of research was used in this study. It was conducted during the first quarter of S.Y. 2019-2020 among the respondents were randomly selected. Two sections of Arayat National High School were the respondents of the study. The control group was the 7-Rosal while the 7-Sampaguita was the experimental group. Both groups were given a pretest prior to the discussion about fractions and a posttest after instruction using the traditional method (control group) and the use of manipulatives (experimental group). The results were then evaluated, analysed through SPSS, and interpreted. Mean, t-test and ANCOVA were utilized to analyze and interpret the data. This study found out that the post-test scores of the respondents from the two groups improved in comparison to their pre-test scores. The mean pretest and mean posttest scores of both groups showed significant difference. The results showed that the use of virtual manipulatives in converting fractions to decimals had significant difference compared the use of the traditional method. On the contrary, teaching fractions on a number line did not have significant difference. Out of the four operations on fractions, three showed that the use of concrete manipulatives was highly effective. This study recommends that teachers must test the prior knowledge of their students before discussing about fractions to determine the students’ strengths and weaknesses. Although both traditional method and the manipulative approach showed improvement on the post-test results in teaching fractions, still, teachers are encouraged to use manipulatives in teaching fractions to improve students’ performance. It is important for teachers to provide their students opportunities for hands-on manipulation of objects in order to grasp the concepts of fractions more easily. Lastly, teachers must develop the use of concrete and virtual manipulatives in teaching fractions to promote active learning that can enhance students’ mathematics performance and can help them to realize that mathematics is an enjoyable subject.

ANALYSIS OF LEARNING DIFFICULTIES WITH FRACTIONS IN THREE AFRICAN COUNTRIES: FOCUSING ON THE SCOPE, SEQUENCE AND MODELS OF FRACTIONS

Purpose: This study aims to compare and analyze learning content with regard to fractions, the order in which that content is taught in primary school mathematics curricula, and how it is presented in textbooks in three eastern and southern African countries, Zambia, Ethiopia, and Mozambique as well as to clarify the characteristics of the instruction concerning fraction in each of these countries. Methodology: Firstly, we refer to the curriculum to extract information about the learning contents and their order in each grade. Secondly, concerning the meaning of fractions, we refer to the textbooks since we cannot clearly judge from the description in the curriculum. Thirdly, we focus on the common points and differences among the three countries and analyze the causes of difficulty in learning fractions. Findings: There is a significant discrepancy between the grades in learning fractions among the three countries. In addition, the learning order differs to a certain degree. A common feature of the three countries regarding the order is the multiplication and division of fractions. For all three countries, while the addition and subtraction of fractions and types of fractions are handled separately by different grades, the multiplication and division are all taught in one grade. Further, how the meaning of fractions is taught is common to all three countries. In all the countries, the part-whole concept of fractions is mainly employed, and the fraction as measurement concept is not taught at all. Unfortunately, since children learn without considering fractions as measurements, their understanding of fractions will be limited. Unique contribution to theory, practice, and policy: Regarding fraction, basic research on the teaching content and their order in African countries have not been conducted extensively. While improving the quality of education is a common goal globally, it is paramount to analyze the difficulty in learning fractions from the perspectives of the intended curriculum and textbook. The result will be the implication for revising the curriculum and suggestions for teaching fractions.

A systematic review on teaching fraction for understanding through representation on Web of Science database using PRISMA

Through a search executed on Web of Science database with general keywords pertaining to ‘teaching fractions’ or ‘understanding fractions’ and ‘representation’, this study utilized PRISMA’s procedure in analysing previously published articles. This review reveals seven articles in inclusion criteria and seventeenth articles in exclusion criteria with reasons. The included articles were reviewed for (a) studies characteristics, (b) instructional focus, (c) representation elements: real-world situation, manipulative aids, pictures, spoken and written symbols, and (d) the outcomes of each study. The metadata was analysed to organise the outcomes. Most of these articles focus on grade 3 and above and Western countries’ urban area. The result indicates most studies emphasize both conceptual and procedural understandings. Multi representations utilize sequential or parallel concept related to fractions improve students’ knowledge, particularly in understanding fractions. Meanwhile, developing fraction learning through multiple explicit representations at the initial Grade level of fraction instruction is for elementary school. However, less attention has been given to explicit representations in learning fractions at such a level.