Analysis of Problems Posed by Sixth-Grade Middle School Students for the Addition of Fractions in Terms of Semantic Structures

Autor/in	Kar, Tugrul
Titel	Analysis of Problems Posed by Sixth-Grade Middle School Students for the Addition of Fractions in Terms of Semantic Structures
Quelle	In: International Journal of Mathematical Education in Science and Technology, 46 (2015) 6, S.879-894 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-739X
DOI	10.1080/0020739X.2015.1021394
Schlagwörter	Grade 6; Middle School Students; Mathematics Instruction; Semantics; Problem Solving; Foreign Countries; Tests; Mathematical Concepts; Concept Formation; Statistical Analysis; Turkey + Suchen Sie Ihr Suchwort? School year 06; 6. Schuljahr; Schuljahr 06; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Mathematics lessons; Mathematikunterricht; Semantik; Problemlösen; Ausland; Examination; Prüfung; Examen; Concept learning; Begriffsbildung; Statistische Analyse; Türkei
Abstract	This study aimed to investigate how the semantic structures of problems posed by sixth-grade middle school students for the addition of fractions affect their problem-posing performance. The students were presented with symbolic operations involving the addition of fractions and asked to pose two different problems related to daily-life situations for each item, which could only be solved using the given operations. The problems posed were analyzed in terms of their semantic structures and conceptual validity. The results of the study showed that students who posed problems using the two different structures "part-part-whole" and "join" demonstrated higher performance in problem posing. The performance of the students using only one category--join or part-part-whole--was lower, with the latter being the lowest. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01