Abstract
Covariational reasoning plays important role to mathematics education such as fraction compare word problem. This study investigates students’ covariational reasoning after their studies concerning fraction word problem in first semester on fifth grade. Three students who had high mathematics ability were chosen to solve problem that involved how quantities change with focused on operation (addition, subtraction, multiplication, and division) and compare. Interviews were conducted to reveal the students’ reasoning while solving covariational problems. The results emphasizes that fifth grade students were nearly unable to construct the relation of quantity that changes with the other quantity. It cause students faced difficulty in determining the operation of the problem solving, could not operation the fraction with different denumerator, and could not apply the concept of fractions. These findings suggest that learning fraction should be increased emphasis on coordinationg two quantities changing about compare magnitude and operation of fraction of change and to improve the knowledge in fraction compare.
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