Sixth-grade students’ procedural and conceptual understandings of division operation in a real-life context
Yazarlar (3)
Prof. Dr. Lütfi İNCİKABI Kastamonu Üniversitesi, Türkiye
Perihan Ayanoğlu
Kastamonu Üniversitesi, Türkiye
Kastamonu Üniversitesi, Türkiye
Ramazan Uysal
Kastamonu Üniversitesi, Türkiye
Kastamonu Üniversitesi, Türkiye
| Makale Türü |
Özgün Makale
(Uluslararası alan indekslerindeki dergilerde yayınlanan tam makale)
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| Dergi Adı | International Electronic Journal of Elementary Education | ||
| Dergi ISSN | 1307-9298 Scopus Dergi | ||
| Dergi Tarandığı Indeksler | ERIC | ||
| Makale Dili | İngilizce | Basım Tarihi | 05-2020 |
| Kabul Tarihi | – | Yayınlanma Tarihi | 13-10-2020 |
| Cilt / Sayı / Sayfa | 13 / 1 / 35–45 | DOI | 10.26822/iejee.2020.171 |
| Makale Linki | https://www.iejee.com/index.php/IEJEE/about | ||
| Özet |
| This study aimed to reveal the conceptual and operational conceptions of sixth-grade students in the process of division. The focus of the study included the strategies used in the division process, the students' understanding of the division algorithm, and their ability to interpret the remainder in a real-life context. Being qualitative in nature, the current study adopted the case study methodology. The sample of the study consisted of 64 sixth-grade students studying at two middle schools in the province of Kastamonu, Turkey in the 2018-2019 academic year. The data collection tool was a test consisting of five open-ended questions presented to the students. According to the research findings, while most of the students used the division operation in problem-solving, some students used different strategies, such as multiplication, addition, subtraction, and mental calculation. The majority of the students using the division algorithm were successful in applying the steps of the |
| Anahtar Kelimeler |
| Conceptual Knowledge | Interpretation of The Remainder | Operational Knowledge | Problem-Solving | The Concept of Division |
BM Sürdürülebilir Kalkınma Amaçları
| Atıf Sayıları | |
| Scopus | 6 |
| Google Scholar | 19 |