Comparing the development of the multiplication of fractions in Turkish and American textbooks

2017 ◽  
Vol 49 (2) ◽  
pp. 200-226 ◽  
Author(s):  
Tuğrul Kar ◽  
Gürsel Güler ◽  
Ceylan Şen ◽  
Ercan Özdemir
Keyword(s):  
Multiplication Of Fractions

IMPROVEMENT OF LEARNING OUTCOMES IN RESULT USING REALISTIC MATHEMATIC EDUCATION APPROACH IN BASIC SCHOOL

2018 ◽  
Vol 2 (2) ◽  
pp. 157
Author(s):  
Mimik Fernandes ◽  
Farida F ◽  
Yanti Fitria ◽  
Ahmad Fauzan ◽  
Nelvyarni Nelvyarni
Keyword(s):  
Mathematics Education ◽  
Action Research ◽  
Student Learning ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Class Action ◽  
Realistic Mathematics Education ◽  
Realistic Mathematics ◽  
Multiplication Of Fractions ◽  
Mathematic Education

Based on experience and reflection multiplication of fractions learning at fifth class SDN 33 VII Koto Padang Pariaman district. Student learning outcomes is still low and the learning undertaken by teachers arenot using realistic problem to beginning of learning. So the author through this research trying to improve student learning outcomes in subjects multiplication of fractions. The purpose of this study was to describe the planning, implementation and learning outcomes. This research is action research (class action research), this study used a qualitative and quantitative approach. Learning is used by using the realistic mathematics education approach. After doing research hence an increase in student learning outcomes in multiplication of fractions lesson using realistic mathematics education approach. It can be seen, both from the ability of teachers in designing learning from 83% up to 94%, implementation of learning increased 94% from 77%, and learning outcomes increased to 86,87 from 74,04.

Sugar-cube mathematics

1969 ◽  
Vol 16 (6) ◽  
pp. 427-431
Author(s):  
Jon L. Higgins
Keyword(s):  
Moderate Number ◽  
Multiplication Of Fractions ◽  
Numeration Systems

There's a lot of mathematics in a twentyfive cent box of sugar cubes. They can be used to illustrate different numeration systems, the measurement of volume, multiplication of fractions, and even techniques of estimation. A twenty-five cent box of cocktail-sized sugar cubes contains 210 cubes of surprising uniformity. Suppose we begin by having students verify the number of cubes in the box. (You may wish to cover the numbers printed on the outside of the box. It is also advisable to set one box aside for eating purposes only!) The most direct way to determine the number of cubes is to count them one by one as they are removed from the box and piled on the table. Of course, if you're interrupted in this process and forget where you were, you have little choice but to start all over again. With a moderate number of distractions a counting job like th is could last all morning for many students!

A Look at Division with Fractions

1983 ◽  
Vol 30 (5) ◽  
pp. 38-41 ◽  
Author(s):  
Evelyn M. Silvia
Keyword(s):  
Overhead Projector ◽  
Equivalent Fractions ◽  
Graph Paper ◽  
Combined Use ◽  
Multiplication Of Fractions ◽  
Concrete Representations

Graph paper can be used for concrete representations of both fractions and operations with fractions. The combined use of graph paper and an overhead projector makes the presentation even more convincing. The paragraphs that follow are a description of how I have used graph paper to illustrate the algorithm for the division offractions. The activities on division were preceded by activ ities that covered equivalent fractions, as well as addition and multiplication of fractions.

Multiplication of Fractions: Teaching for Understanding

1991 ◽  
Vol 39 (3) ◽  
pp. 34-37 ◽  
Author(s):  
Kathleen Cramer ◽  
Nadine Bezuk
Keyword(s):  
School District ◽  
Great Difficulty ◽  
Fifth Grade ◽  
Lower Quartile ◽  
Teaching For Understanding ◽  
Fifth Grade Students ◽  
Large School ◽  
Whole Number ◽  
Multiplication Of Fractions

Multiplication of fractions is a deceptively easy skill for students to learn. In a large school district in Minnesota, fifth-grade students identified as being in the lower quartile on the district's mathematics competency test had great difficulty with all the fraction items except multiplication of fractions. Although only 18 percent of these students could find the sum of 1/2 and 1/8, 75 percent could find the product of 2/3 and 4/7. Students can successfully multiply, for example, 2/3 and 4/7, using their whole-number ideas. The answer. 8/21, can be calculated without considering the meaning of either of the fractions or of the answer.

The Area Model of Multiplication of Fractions

2009 ◽  
Vol 15 (5) ◽  
pp. 281-285
Author(s):  
Jenny K. Tsankova ◽  
Karmen Pjanic
Keyword(s):  
Fractional Part ◽  
Area Model ◽  
Multiplication Of Fractions ◽  
Model Approach

The algorithm for multiplying proper fractions is often taught by asking students to notice patterns when finding part of a fractional part. An area-model approach will extend students' understanding.

The “cancellation” bug-a-boo

1963 ◽  
Vol 10 (2) ◽  
pp. 80
Author(s):  
C. Alan Riedesel
Keyword(s):  
Mathematical Principle ◽  
Intermediate Grade ◽  
Recent Conference ◽  
Multiplication Of Fractions ◽  
And Mathematics

At a recent conference a number of intermediate- grade teachers were discussing problems that troubled them in their arithmctic teaching. One of the topics on which the discussion centered was “cancellation” as applied to the multiplication of fractions. Many teachers of a rithmetic and mathematics believe that part of the difficulty may very well be in the term “cancellation” and contend that the term “reduction” is much more in keeping with the mathematical principle involved.

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