id: 06585966
dt: j
an: 2016d.00574
au: Kar, Tuğrul
ti: Analysis of problems posed by sixth-grade middle school students for the
addition of fractions in terms of semantic structures.
so: Int. J. Math. Educ. Sci. Technol. 46, No. 6, 879-894 (2015).
py: 2015
pu: Taylor \& Francis, Abingdon, Oxfordshire
la: EN
cc: F43 D53
ut: problem posing; addition of fractions; middle school students; verbal
problems
ci:
li: doi:10.1080/0020739X.2015.1021394
ab: Summary: This study aimed to investigate how the semantic structures of
problems posed by sixth-grade middle school students for the addition
of fractions affect their problem-posing performance. The students were
presented with symbolic operations involving the addition of fractions
and asked to pose two different problems related to daily-life
situations for each item, which could only be solved using the given
operations. The problems posed were analyzed in terms of their semantic
structures and conceptual validity. The results of the study showed
that students who posed problems using the two different structures
‘part-part-whole’ and ‘join’ demonstrated higher performance in
problem posing. The performance of the students using only one category
‒ join or part-part-whole ‒ was lower, with the latter being the
lowest.
rv: