Abstract
In this study, the objective was to assess students' proficiency in utilizing their knowledge of geometric area measurement and fractions, and to examine how they apply this knowledge in determining fractions. The research, structured as a case study, encompassed nine students from the 6th, 7th, and 8th grades. Data gathered through individual interviews were analyzed using content analysis. The findings revealed that participants predominantly exhibited a preliminary internalization profile in terms of their understanding of fractions and area measurement. This profile encompasses stages such as pre-internalization, internalization, condensation, and reification. It was observed that students employed diverse strategies and methods within various segmented fraction area models, thereby unveiling distinct mental schemes. The responses provided by students to the tasks illustrated their comprehension of fractions and area measurement. Based on the research results, it is recommended that mathematics teachers and classroom instructors, tasked with imparting crucial concepts like fractions, devise tasks that integrate fundamental mathematical principles and establish connections across different domains.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
