Rational errors in learning fractions among 5th grade students

A tétel rövid nézete
dc.contributor.authorKarika, Tímea
dc.date.accessioned2024-07-30T13:18:20Z
dc.date.available2024-07-30T13:18:20Z
dc.date.issued2020-11-04
dc.description.abstractOur paper focuses on empirical research in which we map out the errors in learning fractions. Errors are often logically consistent and rule-based rather than being random. When people face solving an unfamiliar problem, they usually construct rules or strategies in order to solve it (Van Lehn, 1983). These strategies tend to be systematic, often make ‘sense’ to the people who created them but often lead to incorrect solutions (Ben-Zeev, 1996). These mistakes were named rational errors by Ben-Zeev (1996). The research aims to show that when learning fractions, students produce such errors, identified in the literature, and that students who make these kinds of mistakes achieve low results in mathematics tests. The research was done among 5th-grade students. Subject Classification: 97C10, 97C30, 97C70, 97D60, 97D70, 97F50en
dc.formatapplication/pdf
dc.identifier.citationTeaching Mathematics and Computer Science, Vol. 18 No. 4 (2020): Varga 100, Special Issue, Volume 2 , 347-358
dc.identifier.doihttps://doi.org/10.5485/TMCS.2020.0479
dc.identifier.eissn2676-8364
dc.identifier.issn1589-7389
dc.identifier.issue4
dc.identifier.jatitleTeach. Math. Comp. Sci.
dc.identifier.jtitleTeaching Mathematics and Computer Science
dc.identifier.urihttps://hdl.handle.net/2437/378551
dc.identifier.volume18
dc.languageen
dc.relationhttps://ojs.lib.unideb.hu/tmcs/article/view/11015
dc.rights.accessOpen Access
dc.rights.ownerTímea Karika
dc.subjectrational errorsen
dc.subjectlearning fractionsen
dc.subjectoperations with fractionsen
dc.subjectinterpretation of fractionsen
dc.titleRational errors in learning fractions among 5th grade studentsen
dc.typefolyóiratcikkhu
dc.typearticleen
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Teaching Mathematics and Computer Science (DE-journals)