
06585966
j
2016d.00574
Kar, Tu\u{g}rul
Analysis of problems posed by sixthgrade middle school students for the addition of fractions in terms of semantic structures.
Int. J. Math. Educ. Sci. Technol. 46, No. 6, 879894 (2015).
2015
Taylor \& Francis, Abingdon, Oxfordshire
EN
F43
D53
problem posing
addition of fractions
middle school students
verbal problems
doi:10.1080/0020739X.2015.1021394
Summary: This study aimed to investigate how the semantic structures of problems posed by sixthgrade middle school students for the addition of fractions affect their problemposing performance. The students were presented with symbolic operations involving the addition of fractions and asked to pose two different problems related to dailylife 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 `partpartwhole' and `join' demonstrated higher performance in problem posing. The performance of the students using only one category  join or partpartwhole  was lower, with the latter being the lowest.