An Analysis on Fraction Addition and Subtraction Problems in Mathematics Instructional Materials of Korea, Singapore, and Finland: Focusing on Content and Cognitive Domains

2021 ◽  
Vol 25 (4) ◽  
pp. 417-443
Author(s):  
Sunghwan Hwang ◽  
◽  
Sheunghyun Yeo ◽  
Taekwon Son
2008 ◽  
Vol 13 (8) ◽  
pp. 490-496
Author(s):  
Kathleen Cramer ◽  
Terry Wyberg ◽  
Seth Leavitt

Why do so many middle school students find fraction addition and subtraction difficult despite the fact that they have studied this topic since third or fourth grade? The Rational Number Project (RNP) (Cramer and Henry 2002; Cramer, Post, and delMas 2002) with support from the National Science Foundation is currently engaged in a teaching experiment with sixth graders from a large urban district in the Midwest to address this question.


2019 ◽  
Vol 10 (2) ◽  
pp. 307-318
Author(s):  
Wirda Safriani ◽  
Ikhsan Maulidi ◽  
Said Munzir ◽  
M Duskri

Students' errors on fraction problems often occur, especially in fraction counting operations. This error shows that the ability of students who do not understand the fraction problems. To overcome these errors, attention from the teacher is needed so that mistakes can be resolved. The purpose of this study is to describe students' errors in the fraction counting operation problem on each indicator, which is related to converting mixed fractions to ordinary fractions, determining fractions of value, and performing fraction addition and subtraction operations. This research is a qualitative descriptive study. The results showed that the majority of students experienced concept errors on each indicator requested in this study. Also, students make other mistakes such as mistakes of principle and carelessness. 


2002 ◽  
Vol 8 (4) ◽  
pp. 204-208
Author(s):  
Peter L. Glidden

The NCTM's Curriculum and Evaluation Standards (1989) called for increased emphasis on promoting students' conceptual understanding of fractions and fraction operations; this call was reaffirmed in Principles and Standards for School Mathematics (NCTM 2000). Currently, many manipulatives, including pattern blocks, fraction circles, fraction squares, geodot paper, and fraction strips, are available to help teachers promote this understanding. This article describes another manipulative, the fraction computer, that I have found helpful for teaching fraction addition and subtraction.


2017 ◽  
Vol 2 (1) ◽  
pp. 12
Author(s):  
Dyah Tri Wahyuningtyas ◽  
Raddin Nur Shinta

AbstrakPermasalahan yang sering dialami siswa sekolah dasar yaitu kesulitan dalam melakukan operasi penjumlahan dan pengurangan yang melibatkan bilangan bulat negatif. Penggunaan buku paket dari pemerintah dan LKS hanya memuat soal-soal rutin yang hanya mengembangkan pengetahuan dan kecepatan siswa dalam berhitung tetapi belum mengembangkan keterampilan berfikir kritis dan kreatif mereka. Dampak dari penggunaan bahan ajar tersebut siswa kesulitan dalam memahami materi bilangan bulat. Penelitian ini bertujuan untuk mendiskripsikan pembelajaran dengan menggunakan modul pembelajaran penjumlahan dan pengurangan bilangan bulat dengan pendekatan CTL yang dapat meningkatkan pemahaman konsep siswa kelas IV Sekolah Dasar. Metode yang digunakan dalam penelitian ini yaitu penelitian tindakan kelas dengan subjek penelitian yaitu 20 siswa kelas IVB SDN Kotalama 1 Malang. Produk penelitian ini berupa rancangan pembelajaran dengan menggunakan modul pembelajaran penjumlahan dan pengurangan bilangan bulat dengan pendekatan CTL. Hasil penelitian menunjukkan penggunaan modul pembelajaran penjumlahan dan pengurangan bilangan bulat dengan pendekatan CTL dapat meningkatkan pemahaman konsep siswa kelas IV SDN Kotalama 1 Malang dengan presentase keberhasilan yang telah ditetapkan peneliti tercapai pada siklus II yaitu persentase rata-rata skor hasil tes akhir meningkat dari 70% menjadi 85%, hal ini menunjukkan bahwa pemahaman konsep siswa semakin baik. AbstractProblems that are often experienced by elementary school students are difficulties in doing addition and subtraction operations involving negative integers. The use of government textbooks and worksheets contain only routine matters which only develop their knowledge and speed of students in math but have yet to develop critical thinking skills and their creative. The impact of the use of the instructional materials students difficulties in understanding the material integers. This study aimed to describe the learning by using learning modules addition and subtraction of integers with CTL approach that may improve understanding of the concept of Elementary School fourth grade students. The method used in this research is a classroom action research with research subjects are 20 of IV grade SDN Kotalama 1 Malang. The products of this research is the design of learning by using learning modules addition and subtraction of integers with CTL approach. The results showed the use of learning modules addition and subtraction of integers with CTL approach can improve understanding of the concept of fourth grade students of SDN Kotalama 1 Malang with a percentage of success that has been established researchers reached the second cycle is the average percentage score of final test results increased from 70% to 85%, this indicates that the better students' understanding of the concept.


2010 ◽  
Author(s):  
Doris U. Bolliger ◽  
Supawan Supanakorn ◽  
Christine Boggs

2020 ◽  
pp. 67-79
Author(s):  
Yu. Kravchenko

In Ukraine 57.5 % of agricultural land is subjected to erosion with 10–24 million tons of humus, 0.3–0.96 million tons of nitrogen, 0.7–0.9 million tons of phosphorus and 6–12 million tons of potassium lost annually. Degradation processes are also common on chernozems, which cover about 60 % of the Ukrainian territory. The aim of the research is to defi ne the most eff ective soil conservation practices and legislative decisions aimed to conservation/recovering the Ukrainian chernozem fertility. The experimental data of the agrochemical certifi cation of Ukrainian lands, data from scientifi c papers, stock and instructional materials as well as our own fi eld and laboratory studies were used. It has been established that the long-term use of deep subsurface tillage on typical chernozem increases, compared with plowing, the content of 10–0.25 mm of air-dry and water-resistant aggregates, the bulk density, soil water storages, water infi ltration rates, the content of mobile phosphorus and exchangeable potassium, pHH2O, CaCO3 stocks, the contents of humic and fulvic acids, molecular weights of humic acids – by 5.5 and 3.06 %; 0.05 g/cm3; 25.5 mm; 22.6 mm/h; 0.1 and 3 mg/100 g of soil; 0.03 pHH2O; 18 t/ha, 0.02 and 0.04 %, 91195 kDa, respectively. Fertilizers may contribute to the crop yields increase from by 60% in the Polissya, by 40 % – in the Forest Steppe, by 15 % – in the Wet Steppe, by 10 % – in the Dry Steppe and by 40 % – in the Irrigated Steppe areas. In soil-conservation rotations, the crop placement and alternation are advisable to combine with strips or hills sowing, taking into account the local relief features; soil alkalinization, applying anti-erosion structures. Ukrainian agriculture will receive additional 10–12 million tons of forage units or 20–22 % from all fodder in a fi eld agriculture under increasing 8–10 % of arable lands for intercrops. It is advisable to mulch the eroded chernozems of Ukraine depending on their texture composition: 1.3 t/ha of mulch for sandy and loamy soils, 1.9 t/ha – for sandy and 1.1 t/ha – for loamy soils. The implementation of soil conservation agriculture can minimize some soil degradation processes and improve eff ective soil properties required to realize the biological potential of cultivated plants. Key words: chernozem, degradation, fertility, soil conservation technologies, agriculture policy.


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