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How Does a Missing Part Become Important for Primary School Students in Understanding Fractions?

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Title: How Does a Missing Part Become Important for Primary School Students in Understanding Fractions?
Language: English
Authors: Pramudiani, Puri (ORCID 0000-0002-9620-5283), Herman, Tatang (ORCID 0000-0002-4349-4042), Turmudi (ORCID 0000-0001-7976-211X), Dolk, Maarten, Doorman, Michiel (ORCID 0000-0002-3233-3673)
Source: Journal on Mathematics Education. 2022 13(4):565-586.
Availability: Indonesian Mathematical Society. Jl. Padang Selasa 524, Palembang, South Sumatra 30139, Indonesia. Tel: +618-127-106777; Fax: +627-113-20310; Web site: http://jme.ejournal.unsri.ac.id/index.php/jme
Peer Reviewed: Y
Page Count: 22
Publication Date: 2022
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Grade 4
Intermediate Grades
Descriptors: Mathematics Instruction, Teaching Methods, Fractions, Foreign Countries, Grade 4, Elementary School Students, Concept Formation, Food
Geographic Terms: Indonesia
ISSN: 2087-8885
2407-0610
Abstract: Understanding of fractions is difficult for Indonesian students. This often leads to misinterpretation in solving fractional problems. In this study, a task aiming at identifying students' struggles in understanding the basic concept of part-whole relationships in fractions was developed and tested with six 4th-grade students. The task uses Indonesian sweet food, "martabak," that has a rounded pizza-like shape as a context in which one slice was missing. Realistic Mathematics Education underlies the context designed, that was also inspired by the Dutch textbook "Alles telt Q Basiswerkschrift." The study used a qualitative methodology through an interview, observation, and written test. The result of this study indicated that the students' struggles can be identified as follows: making references to the whole, making references to the complete partition, and making sense of the incomplete partition. The study showed that the designed tasks have potentials to provoke students' reasoning in learning fractions. The findings indicate that when students learn fractions, their understanding of the meaning of fractions should be well addressed with problems that challenge this part-whole relationship. Challenging this relationship can be supported with problems that have some ambiguity about what is the 'whole' using the missing part context.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1379908
Database: ERIC
FullText Text:
  Availability: 0
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  Data: <searchLink fieldCode="AR" term="%22Pramudiani%2C+Puri%22">Pramudiani, Puri</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-9620-5283">0000-0002-9620-5283</externalLink>)<br /><searchLink fieldCode="AR" term="%22Herman%2C+Tatang%22">Herman, Tatang</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-4349-4042">0000-0002-4349-4042</externalLink>)<br /><searchLink fieldCode="AR" term="%22Turmudi%22">Turmudi</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-7976-211X">0000-0001-7976-211X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Dolk%2C+Maarten%22">Dolk, Maarten</searchLink><br /><searchLink fieldCode="AR" term="%22Doorman%2C+Michiel%22">Doorman, Michiel</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-3233-3673">0000-0002-3233-3673</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+on+Mathematics+Education%22"><i>Journal on Mathematics Education</i></searchLink>. 2022 13(4):565-586.
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  Data: Indonesian Mathematical Society. Jl. Padang Selasa 524, Palembang, South Sumatra 30139, Indonesia. Tel: +618-127-106777; Fax: +627-113-20310; Web site: http://jme.ejournal.unsri.ac.id/index.php/jme
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  Data: <searchLink fieldCode="DE" term="%22Indonesia%22">Indonesia</searchLink>
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  Data: 2087-8885<br />2407-0610
– Name: Abstract
  Label: Abstract
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  Data: Understanding of fractions is difficult for Indonesian students. This often leads to misinterpretation in solving fractional problems. In this study, a task aiming at identifying students' struggles in understanding the basic concept of part-whole relationships in fractions was developed and tested with six 4th-grade students. The task uses Indonesian sweet food, "martabak," that has a rounded pizza-like shape as a context in which one slice was missing. Realistic Mathematics Education underlies the context designed, that was also inspired by the Dutch textbook "Alles telt Q Basiswerkschrift." The study used a qualitative methodology through an interview, observation, and written test. The result of this study indicated that the students' struggles can be identified as follows: making references to the whole, making references to the complete partition, and making sense of the incomplete partition. The study showed that the designed tasks have potentials to provoke students' reasoning in learning fractions. The findings indicate that when students learn fractions, their understanding of the meaning of fractions should be well addressed with problems that challenge this part-whole relationship. Challenging this relationship can be supported with problems that have some ambiguity about what is the 'whole' using the missing part context.
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  Data: 2023
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  Data: EJ1379908
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      – Text: English
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        PageCount: 22
        StartPage: 565
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      – SubjectFull: Mathematics Instruction
        Type: general
      – SubjectFull: Teaching Methods
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      – SubjectFull: Fractions
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      – SubjectFull: Grade 4
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      – SubjectFull: Indonesia
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      – TitleFull: How Does a Missing Part Become Important for Primary School Students in Understanding Fractions?
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