Search

Search Results

• Rational errors in learning fractions among 5th grade students

  347-358

  Tímea Karika

  Views:

  73

  Our 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, 97F50

• Teaching fractions at elementary level in the light of Hungarian mathematics textbooks in Romania

  149-159

  Tünde Klára Baranyai

  Views:

  87

  According to the new curriculum in Romania, fractions are introduced in the second grade. The present study analyses Hungarian elementary mathematics textbooks on the topic of fractions focusing on the types of tasks in the textbooks, the significance of representations and the proportion of word problems. Additionally, the paper presents a questionnaire-based research on teachers’ opinion regarding the adequacy and sufficiency of the digital materials and exercises related to fractions in the textbooks.

  Subject Classification: 97F40, 97F80, 97U20, 97U50

• Some problems of solving linear equation with fractions

  339-351

  Gordana Stankov

  Views:

  20

  The aim of this paper is to offer some possible ways of solving linear equations, using manipulative tools, in which the "−" sign is found in front of an algebraic fraction which has a binomial as a numerator. It is used at 8th grade.