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Portraying mathematics teachers’ knowledge for teaching the addition of fractions through representations
المؤلفون المشاركون
al-Bahri, Samah Jamal Ahmad
Abu Sirah, Fatimah Hamadah Basyuni
المصدر
International Journal of Research in Educational Sciences
العدد
المجلد 5، العدد 4 (31 أكتوبر/تشرين الأول 2022)، ص ص. 303-342، 40ص.
الناشر
المؤسسة الدولية لآفاق المستقبل
تاريخ النشر
2022-10-31
دولة النشر
إستونيا
عدد الصفحات
40
التخصصات الرئيسية
الملخص EN
Teaching the concept of fractions to students stays challenging, yet representations define an effective strategy to overcome such a challenge.
Considering the impact of teachers’ knowledge on students’ achievement, this study aimed at portraying mathematics teachers’ knowledge for teaching fractions through representations, precisely, the addition process that remains a prerequisite to other operations.
Hence, a purposefully selected sample of novice mathematics teachers was asked to propose a pedagogical activity through which the addition of fractions could be taught to early-age students.
Later, their responses were analyzed through the study framework, which was developed by combining the five interrelated constructs of fractions with the types of activities used when teaching the addition of fractions.
As a result, teachers’ knowledge was crystallized into three principal categories of utilizing the Part-whole, Measure, and Operator constructs.
Furthermore, the related concepts of the unit and proportional equivalence, the fractional unit, including the iteration process, and the connection between addition and subtraction were discussed.
Also, manners of representing (1) the added fractions and the result through two distinct models, (2) the added fractions and the result jointly in one model, and (3) only the added fractions emerged.
These results provide a foundation for the professional development of mathematics teachers.
نمط استشهاد جمعية علماء النفس الأمريكية (APA)
al-Bahri, Samah Jamal Ahmad& Abu Sirah, Fatimah Hamadah Basyuni. 2022. Portraying mathematics teachers’ knowledge for teaching the addition of fractions through representations. International Journal of Research in Educational Sciences،Vol. 5, no. 4, pp.303-342.
https://search.emarefa.net/detail/BIM-1422702
نمط استشهاد الجمعية الأمريكية للغات الحديثة (MLA)
al-Bahri, Samah Jamal Ahmad& Abu Sirah, Fatimah Hamadah Basyuni. Portraying mathematics teachers’ knowledge for teaching the addition of fractions through representations. International Journal of Research in Educational Sciences Vol. 5, no. 4 (Oct. 2022), pp.303-342.
https://search.emarefa.net/detail/BIM-1422702
نمط استشهاد الجمعية الطبية الأمريكية (AMA)
al-Bahri, Samah Jamal Ahmad& Abu Sirah, Fatimah Hamadah Basyuni. Portraying mathematics teachers’ knowledge for teaching the addition of fractions through representations. International Journal of Research in Educational Sciences. 2022. Vol. 5, no. 4, pp.303-342.
https://search.emarefa.net/detail/BIM-1422702
نوع البيانات
مقالات
لغة النص
الإنجليزية
الملاحظات
Includes bibliographical references : p. 334-342
رقم السجل
BIM-1422702
قاعدة معامل التأثير والاستشهادات المرجعية العربي "ارسيف Arcif"
أضخم قاعدة بيانات عربية للاستشهادات المرجعية للمجلات العلمية المحكمة الصادرة في العالم العربي
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تقوم هذه الخدمة بالتحقق من التشابه أو الانتحال في الأبحاث والمقالات العلمية والأطروحات الجامعية والكتب والأبحاث باللغة العربية، وتحديد درجة التشابه أو أصالة الأعمال البحثية وحماية ملكيتها الفكرية. تعرف اكثر
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