Teaching with technology is a required skill for today’s teachers and the technological pedagogical content knowledge (TPACK) is a commonly used framework that is used to assess the effective usage of this skill. In this framework, teachers’ knowledge is assessed under various individual and blended knowledge domains. The effect of contextual factors on TPACK is a relatively recent focal point of this framework. Therefore, this study investigates pre-service teachers’ enactment of different TPACK domains and interprets the results according to contextual factors that underlie their decisions and their knowledge levels. For this purpose, a case study involving four pre-service teachers was conducted. The contextual factors are extracted from the pre-service teachers’ reflection and teaching philosophy statements. Then their demonstration of TPACK levels are found both during planning and teaching stages. The results indicate that pre-service teachers with low TPACK enactment are mostly preoccupied with contextual elements related to practical concerns, whereas those with higher levels exhibited a greater degree of contextual elements related to beliefs and external priorities. It was also found that this latter group’s planning and teaching artifacts are more balanced with respect to TPACK levels, whereas a more significant drop in TPACK levels from planning to teaching was observed for the former group.
{"title":"Exploring contextual factors for pre-service teachers teaching with technology through planning, teaching, and reflecting","authors":"Didem Akyuz","doi":"10.29333/iejme/12624","DOIUrl":"https://doi.org/10.29333/iejme/12624","url":null,"abstract":"Teaching with technology is a required skill for today’s teachers and the technological pedagogical content knowledge (TPACK) is a commonly used framework that is used to assess the effective usage of this skill. In this framework, teachers’ knowledge is assessed under various individual and blended knowledge domains. The effect of contextual factors on TPACK is a relatively recent focal point of this framework. Therefore, this study investigates pre-service teachers’ enactment of different TPACK domains and interprets the results according to contextual factors that underlie their decisions and their knowledge levels. For this purpose, a case study involving four pre-service teachers was conducted. The contextual factors are extracted from the pre-service teachers’ reflection and teaching philosophy statements. Then their demonstration of TPACK levels are found both during planning and teaching stages. The results indicate that pre-service teachers with low TPACK enactment are mostly preoccupied with contextual elements related to practical concerns, whereas those with higher levels exhibited a greater degree of contextual elements related to beliefs and external priorities. It was also found that this latter group’s planning and teaching artifacts are more balanced with respect to TPACK levels, whereas a more significant drop in TPACK levels from planning to teaching was observed for the former group.","PeriodicalId":29770,"journal":{"name":"International Electronic Journal of Mathematics Education","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77590195","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The study examines language dimensions of mathematical word problems and the classification of mathematical word problems according to these dimensions with unsupervised machine learning (ML) techniques. Previous research suggests that the language dimensions are important for mathematical word problems because it has an influence on the linguistic complexity of word problems. Depending on the linguistic complexity students can have language obstacles to solve mathematical word problems. A lot of research in mathematics education research focus on the analysis on the linguistic complexity based on theoretical build language dimensions. To date, however it has been unclear what empirical relationship between the linguistic features exist for mathematical word problems. To address this issue, we used unsupervised ML techniques to reveal latent linguistic structures of 17 linguistic features for 342 mathematical word problems and classify them. The models showed that three- and five-dimensional linguistic structures have the highest explanatory power. Additionally, the authors consider a four-dimensional solution. Mathematical word problem from the three-dimensional solution can be classify in two groups, three- and five-dimensional solutions in three groups. The findings revealed latent linguistic structures and groups that could have an implication of the linguistic complexity of mathematical word problems and differ from language dimensions, which are considered theoretically. Therefore, the results indicate for new design principles for interventions and materials for language education in mathematics learning and teaching.
{"title":"Unsupervised machine learning to classify language dimensions to constitute the linguistic complexity of mathematical word problems","authors":"David Bednorz, M. Kleine","doi":"10.29333/iejme/12588","DOIUrl":"https://doi.org/10.29333/iejme/12588","url":null,"abstract":"The study examines language dimensions of mathematical word problems and the classification of mathematical word problems according to these dimensions with unsupervised machine learning (ML) techniques. Previous research suggests that the language dimensions are important for mathematical word problems because it has an influence on the linguistic complexity of word problems. Depending on the linguistic complexity students can have language obstacles to solve mathematical word problems. A lot of research in mathematics education research focus on the analysis on the linguistic complexity based on theoretical build language dimensions. To date, however it has been unclear what empirical relationship between the linguistic features exist for mathematical word problems. To address this issue, we used unsupervised ML techniques to reveal latent linguistic structures of 17 linguistic features for 342 mathematical word problems and classify them. The models showed that three- and five-dimensional linguistic structures have the highest explanatory power. Additionally, the authors consider a four-dimensional solution. Mathematical word problem from the three-dimensional solution can be classify in two groups, three- and five-dimensional solutions in three groups. The findings revealed latent linguistic structures and groups that could have an implication of the linguistic complexity of mathematical word problems and differ from language dimensions, which are considered theoretically. Therefore, the results indicate for new design principles for interventions and materials for language education in mathematics learning and teaching.","PeriodicalId":29770,"journal":{"name":"International Electronic Journal of Mathematics Education","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85509268","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Elaina Khasawneh, Angie Hodge-Zickerman, C. York, Thomas J. Smith, Hayley J. Mayall
The focus of this study was to examine the effect of teaching based on inquiry-based learning versus traditional learning on mathematics achievement scores of undergraduate students enrolled in a college algebra class in a university classified as a Predominantly Black Institution. A college algebra course was chosen in this study due to the critical role it plays as a gateway for college completion and due to the generally high failure rate in college algebra. This study used a quasi-experimental design, with pre- and post-test to determine the effect of the instructional pedagogy on mathematics academic achievement of students. Analysis of covariance results from 41 students revealed, when controlling for college algebra readiness pre-test scores, students in the inquiry-based learning section showed significantly higher mathematics achievement post-test scores than in the traditional lecture section.
{"title":"Examining the effect of inquiry-based learning versus traditional lecture-based learning on students’ achievement in college algebra","authors":"Elaina Khasawneh, Angie Hodge-Zickerman, C. York, Thomas J. Smith, Hayley J. Mayall","doi":"10.29333/iejme/12715","DOIUrl":"https://doi.org/10.29333/iejme/12715","url":null,"abstract":"The focus of this study was to examine the effect of teaching based on inquiry-based learning versus traditional learning on mathematics achievement scores of undergraduate students enrolled in a college algebra class in a university classified as a Predominantly Black Institution. A college algebra course was chosen in this study due to the critical role it plays as a gateway for college completion and due to the generally high failure rate in college algebra. This study used a quasi-experimental design, with pre- and post-test to determine the effect of the instructional pedagogy on mathematics academic achievement of students. Analysis of covariance results from 41 students revealed, when controlling for college algebra readiness pre-test scores, students in the inquiry-based learning section showed significantly higher mathematics achievement post-test scores than in the traditional lecture section.","PeriodicalId":29770,"journal":{"name":"International Electronic Journal of Mathematics Education","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83370216","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper examined how teachers’ noticing skill affects the social and socio-mathematical norms they construct in the classroom. The study was carried out with four mathematics teachers working at a secondary school in the eastern regions of Turkey. A case study among qualitative research methods was used. The data of the research were collected via videotaped lessons. The data obtained from teachers’ classroom practices were evaluated performing descriptive and content analysis. Research findings show that noticing skill positively improves secondary school mathematics teachers’ ability to construct social and socio-mathematical norms. In addition, it has been noticed that social norms and socio-mathematical norms are not independent of each other.
{"title":"Social and socio-mathematical norms constructed by teachers in classes through the development of noticing skills","authors":"Gulsah Ozdemir Baki, Elif Kilicoglu","doi":"10.29333/iejme/12649","DOIUrl":"https://doi.org/10.29333/iejme/12649","url":null,"abstract":"This paper examined how teachers’ noticing skill affects the social and socio-mathematical norms they construct in the classroom. The study was carried out with four mathematics teachers working at a secondary school in the eastern regions of Turkey. A case study among qualitative research methods was used. The data of the research were collected via videotaped lessons. The data obtained from teachers’ classroom practices were evaluated performing descriptive and content analysis. Research findings show that noticing skill positively improves secondary school mathematics teachers’ ability to construct social and socio-mathematical norms. In addition, it has been noticed that social norms and socio-mathematical norms are not independent of each other.","PeriodicalId":29770,"journal":{"name":"International Electronic Journal of Mathematics Education","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87291401","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Ruby L. Lynch-Arroyo, M. Tchoshanov, William Medina-Jerez
Teacher productive disposition is considered as one of the key strands of mathematical proficiency. Teacher disposition and positioning (disposition in action) toward mathematics influence student learning. However, teachers’ productive disposition does not always translate into productive positioning in the mathematics classroom, and vice versa. In this study, we selected teacher dis/position as the unit of analysis to explore the phenomenon of two middle school mathematics teachers’ self-reported affective disposition and observed positioning-by-others. Grounded in positioning theory the relationship between teacher disposition and positioning-by-others was examined utilizing a cross-case analysis. Results of the study indicate that dispositional characteristics such as attitude, self-concept, and nature of mathematics were significantly different between the cases. The study findings also suggest that interconnectedness between teacher core disposition and positional situatedness could potentially contribute to understanding and addressing the complexity of teaching and learning in the mathematics classroom.
{"title":"Math is beautifully intimidating: Analyzing the conflict between teacher affective disposition and observed positioning-by-others","authors":"Ruby L. Lynch-Arroyo, M. Tchoshanov, William Medina-Jerez","doi":"10.29333/iejme/12627","DOIUrl":"https://doi.org/10.29333/iejme/12627","url":null,"abstract":"Teacher productive disposition is considered as one of the key strands of mathematical proficiency. Teacher disposition and positioning (disposition in action) toward mathematics influence student learning. However, teachers’ productive disposition does not always translate into productive positioning in the mathematics classroom, and vice versa. In this study, we selected teacher dis/position as the unit of analysis to explore the phenomenon of two middle school mathematics teachers’ self-reported affective disposition and observed positioning-by-others. Grounded in positioning theory the relationship between teacher disposition and positioning-by-others was examined utilizing a cross-case analysis. Results of the study indicate that dispositional characteristics such as attitude, self-concept, and nature of mathematics were significantly different between the cases. The study findings also suggest that interconnectedness between teacher core disposition and positional situatedness could potentially contribute to understanding and addressing the complexity of teaching and learning in the mathematics classroom.","PeriodicalId":29770,"journal":{"name":"International Electronic Journal of Mathematics Education","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83051668","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
I. J. Osakwe, F. Egara, Onyemauche Christopher Inweregbuh, A. C. Nzeadibe, Chinyere N. Emefo
The effect of interaction patterns on JS3 learners’ retention in geometric construction was investigated in Anambra State, Nigeria. The researchers used a quasi-experimental approach with a non-equivalent control group for the pre- and post-test. The population consisted of 1,813 JS3 leaners. The study’s subjects were a group of 155 JS3 learners drawn from two schools. Two JS3 classes in the schools were assigned to the experimental and control groups at random. The geometric construction retention test (GCRT) was used to collect data, and it was validated by three experts. The reliability coefficient of the GCRT was 0.80. The mean and standard deviation of the data were used to report the study’s questions, whereas the hypotheses were tested via analysis of covariance at a 0.05 level of significance. According to the findings, students taught geometric construction utilizing interaction patterns remembered more material than those taught using the expository approach. It also found a statistically significant difference in retention between urban and rural learners, favoring urban learners. The interaction effect of group and location on student retention was not significant. One recommendation of this study is that teachers should use interaction patterns as an instructional method when teaching geometric construction.
{"title":"Interaction patterns: An approach for enhancing students’ retention in geometric construction","authors":"I. J. Osakwe, F. Egara, Onyemauche Christopher Inweregbuh, A. C. Nzeadibe, Chinyere N. Emefo","doi":"10.29333/iejme/12596","DOIUrl":"https://doi.org/10.29333/iejme/12596","url":null,"abstract":"The effect of interaction patterns on JS3 learners’ retention in geometric construction was investigated in Anambra State, Nigeria. The researchers used a quasi-experimental approach with a non-equivalent control group for the pre- and post-test. The population consisted of 1,813 JS3 leaners. The study’s subjects were a group of 155 JS3 learners drawn from two schools. Two JS3 classes in the schools were assigned to the experimental and control groups at random. The geometric construction retention test (GCRT) was used to collect data, and it was validated by three experts. The reliability coefficient of the GCRT was 0.80. The mean and standard deviation of the data were used to report the study’s questions, whereas the hypotheses were tested via analysis of covariance at a 0.05 level of significance. According to the findings, students taught geometric construction utilizing interaction patterns remembered more material than those taught using the expository approach. It also found a statistically significant difference in retention between urban and rural learners, favoring urban learners. The interaction effect of group and location on student retention was not significant. One recommendation of this study is that teachers should use interaction patterns as an instructional method when teaching geometric construction.","PeriodicalId":29770,"journal":{"name":"International Electronic Journal of Mathematics Education","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87890425","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Turkey experiences distance education at the master’s and doctorate degrees for the first time. This study aims to reveal the essence of the distance education experiences of mathematics teachers who continue their postgraduate education with distance education due to the COVID-19 pandemic. This study was carried out using the phenomenological research design with six mathematics teachers who continue their postgraduate education at a state university in the Central Anatolia Region in the 2019-2020 academic year. Of the participants selected by the criterion sampling, three were master’s degree students and three were doctoral degree students. Research data were collected using semi-structured interview forms designed in line with expert opinions. The interviews were conducted online via video call on the WhatsApp application due to the COVID-19 pandemic. The experiences of the participants were identified with the phenomenon of “solo pantomime”. Participants had positive experiences such as easy access, possibility of review, improvement in technological pedagogical content knowledge, and negative experiences such as communication and connection problems, the irregularity in the schedule, inadequacy of the lesson hours, and focusing problems regarding synchronized distance education. Distance graduate education is also considered quite suitable for mathematics education courses, but insufficient for mathematics field courses. It is also understood that some participants had plans to make radical changes in their thesis topics. Participants avoid long-term experimental studies or studies that can be conducted with a large sample, and they tend towards studies that can be carried out with document analysis or small groups and had problems with their supervisors.
{"title":"The solo pantomime in the pandemic: Distance postgraduate education in the department of mathematics education during COVID-19","authors":"Naci Kucukgencay, B. Peker","doi":"10.29333/iejme/12716","DOIUrl":"https://doi.org/10.29333/iejme/12716","url":null,"abstract":"Turkey experiences distance education at the master’s and doctorate degrees for the first time. This study aims to reveal the essence of the distance education experiences of mathematics teachers who continue their postgraduate education with distance education due to the COVID-19 pandemic. This study was carried out using the phenomenological research design with six mathematics teachers who continue their postgraduate education at a state university in the Central Anatolia Region in the 2019-2020 academic year. Of the participants selected by the criterion sampling, three were master’s degree students and three were doctoral degree students. Research data were collected using semi-structured interview forms designed in line with expert opinions. The interviews were conducted online via video call on the WhatsApp application due to the COVID-19 pandemic. The experiences of the participants were identified with the phenomenon of “solo pantomime”. Participants had positive experiences such as easy access, possibility of review, improvement in technological pedagogical content knowledge, and negative experiences such as communication and connection problems, the irregularity in the schedule, inadequacy of the lesson hours, and focusing problems regarding synchronized distance education. Distance graduate education is also considered quite suitable for mathematics education courses, but insufficient for mathematics field courses. It is also understood that some participants had plans to make radical changes in their thesis topics. Participants avoid long-term experimental studies or studies that can be conducted with a large sample, and they tend towards studies that can be carried out with document analysis or small groups and had problems with their supervisors.","PeriodicalId":29770,"journal":{"name":"International Electronic Journal of Mathematics Education","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78494651","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Ayanaw Yigletu Asfaw, Kassa Michael Weldeyesus, M. Ayele
Three mathematics teacher educators who were assigned to teach fundamental concepts of algebra course in a teacher education college, as well as their prospective elementary mathematics teachers who took the course, took part in a job-embedded, context-specific, and content-based comprehensive professional development (PD) program on assessment for learning (AfL). Three teacher educators and 129 prospective elementary mathematics teachers from three teacher education colleges took part in the study. The findings demonstrated that prospective elementary mathematics teachers in the intervention group significantly outperformed prospective teachers in both of the comparative groups in their post-test scores in algebra. Furthermore, it was found out that after the intervention, there was no statistically significant mean difference among achiever levels in the treatment group on post-test scores, despite a statistically significant mean difference among achiever levels in their pre-test scores. This research adds to our knowledge of the impact of comprehensive, job-embedded, context-specific, and content-based PD on prospective teachers’ achievements in algebra in elementary school mathematics teacher education. Implications of implementing AfL as well as recommendations for further research are highlighted.
{"title":"The effect of assessment for learning on prospective teachers’ learning of algebra through a professional development program","authors":"Ayanaw Yigletu Asfaw, Kassa Michael Weldeyesus, M. Ayele","doi":"10.29333/iejme/12587","DOIUrl":"https://doi.org/10.29333/iejme/12587","url":null,"abstract":"Three mathematics teacher educators who were assigned to teach fundamental concepts of algebra course in a teacher education college, as well as their prospective elementary mathematics teachers who took the course, took part in a job-embedded, context-specific, and content-based comprehensive professional development (PD) program on assessment for learning (AfL). Three teacher educators and 129 prospective elementary mathematics teachers from three teacher education colleges took part in the study. The findings demonstrated that prospective elementary mathematics teachers in the intervention group significantly outperformed prospective teachers in both of the comparative groups in their post-test scores in algebra. Furthermore, it was found out that after the intervention, there was no statistically significant mean difference among achiever levels in the treatment group on post-test scores, despite a statistically significant mean difference among achiever levels in their pre-test scores. This research adds to our knowledge of the impact of comprehensive, job-embedded, context-specific, and content-based PD on prospective teachers’ achievements in algebra in elementary school mathematics teacher education. Implications of implementing AfL as well as recommendations for further research are highlighted.","PeriodicalId":29770,"journal":{"name":"International Electronic Journal of Mathematics Education","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2022-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90386405","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The atom-bond sum-connectivity ( ABS ) index is a recently introduced variant of three earlier much studied graph-based molecular descriptors: connectivity (Randi´c), atom-bond connectivity, and sum-connectivity indices. In this paper, the graphs with minimum, second-minimum, maximum, and second-maximum values of the ABS index are determined over the class of connected unicyclic graphs with a fixed order. Possible chemical applications of the ABS index are also investigated on particular sets of chemical graphs
{"title":"Atom-Bond Sum-Connectivity Index of Unicyclic Graphs and Some Applications","authors":"Akbar Ali, Ivan Gutman, Izudin Redˇzepovi´c","doi":"10.47443/ejm.2022.039","DOIUrl":"https://doi.org/10.47443/ejm.2022.039","url":null,"abstract":"The atom-bond sum-connectivity ( ABS ) index is a recently introduced variant of three earlier much studied graph-based molecular descriptors: connectivity (Randi´c), atom-bond connectivity, and sum-connectivity indices. In this paper, the graphs with minimum, second-minimum, maximum, and second-maximum values of the ABS index are determined over the class of connected unicyclic graphs with a fixed order. Possible chemical applications of the ABS index are also investigated on particular sets of chemical graphs","PeriodicalId":29770,"journal":{"name":"International Electronic Journal of Mathematics Education","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2022-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91014386","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
S. Rexhepi, Saranda Kamberi, Ismet Latifi, E. Iseni
In this paper, we have tried to clearly explain the meaning of fractions and operations with fractions. Also, we have tried to illustrate with some examples how to apply the rules of operations with fractional numbers, giving different practical techniques through different figures, visualization methods, and concretizing problems. The paper presents with examples of the most common mistakes made by students, giving suggestions for their avoidance, as well as through a questionnaire, which considered the survey of 60 students of grade 6 of school, “Elena Gjika” City Prishtina, Kosovo, with the help of the statistical test we have concluded that practical techniques such as figures, visualizations, and video lessons have a close dependence on the meaning and operation of fractions.
{"title":"The influence of practical illustrations on the meaning and operation of fractions in sixth grade students, Kosovo-curricula","authors":"S. Rexhepi, Saranda Kamberi, Ismet Latifi, E. Iseni","doi":"10.29333/iejme/12517","DOIUrl":"https://doi.org/10.29333/iejme/12517","url":null,"abstract":"In this paper, we have tried to clearly explain the meaning of fractions and operations with fractions. Also, we have tried to illustrate with some examples how to apply the rules of operations with fractional numbers, giving different practical techniques through different figures, visualization methods, and concretizing problems. The paper presents with examples of the most common mistakes made by students, giving suggestions for their avoidance, as well as through a questionnaire, which considered the survey of 60 students of grade 6 of school, “Elena Gjika” City Prishtina, Kosovo, with the help of the statistical test we have concluded that practical techniques such as figures, visualizations, and video lessons have a close dependence on the meaning and operation of fractions.","PeriodicalId":29770,"journal":{"name":"International Electronic Journal of Mathematics Education","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2022-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89030926","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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