Browse > Article

An Analysis of Elementary School Students' Strategy in Comparing the Size of Fractions  

Kim, Yukyung (Suwon Sangchon Elementary School)
Hwang, Hyunmi (Seoul Muhak Elementary School)
Publication Information
Journal of Educational Research in Mathematics / v.26, no.4, 2016 , pp. 663-682 More about this Journal
Abstract
This study conducted an analysis of strategies that the 3rd to 6th grade elementary students used when they were solving problems of comparing the size of the fractions with like and unlike denominators, and unit fractions. Although there were slight differences in the students' use of strategies according to the problem types, students were found to use the 'part-whole strategy', 'transforming strategy', and 'between fractions strategy' frequently. But 'pieces strategy', 'unit fraction strategy', 'within fraction strategy', and 'equivalent fraction strategy' were not used frequently. In regard to the strategy use that is appropriate to the problem condition, it was found that students needed to use the 'unit fraction strategy', and the 'within fraction strategy', whereas there were many errors in their use of the 'between fractions strategy'. Based on the results, the study attempted to provide pedagogical implications in teaching and learning for comparing the size of the fractions.
Keywords
comparing the size of the fractions; part-whole strategy; unit fraction strategy; transforming strategy;
Citations & Related Records
Times Cited By KSCI : 1  (Citation Analysis)
연도 인용수 순위
1 Wenrick, M. R. (2003). Elementary students' use of relationships and physical models to understand order and equivalence of rational numbers. Unpublished doctoral dissertation, The University of Texas.
2 강완, 강태석(2002). 분수의 크기 비교 지도 방법의 교수학적 변환 분석. 한국초등교육, 14(1), 35-64.
3 교육부 (2014a). 수학 3-1. 서울: 천재교육.
4 교육부 (2014b). 수학 3-2. 서울: 천재교육.
5 교육부 (2015). 수학 5-1. 서울: 천재교육.
6 권성룡(2003). 초등학생의 분수이해에 관한 연구. 학교수학, 5(2), 259-273.
7 김민경(2009). 초등학생의 분수 이해 분석 -6학년의 분수 개념 및 분수 나눗셈을 중심으로-. 한국학교수학회논문집, 12(2), 151-170.
8 김민경, 김서영(2014). 서술형 평가 문항에서 나타나는 초등학생의 분수 연산 능력과 오류 유형과의 관계. 한국학교수학회논문, 17(3), 409-435.
9 이대현, 서관석(2003). 초등수학 예비교사들의 분수에 대한 표상의 분석. 초등수학교육, 7(1), 31-41.
10 정은실(2009). 싱가포르와 우리나라 교과서의 비교 분석을 통한 분수 개념 지도 방안 탐색. 수학교육학연구, 19(1), 25-43.
11 Baroody, A. J. & Coslick, R. T. (1998). Fostering children's mathematical power: An investigative approach to K-8 mathematics instruction. Mahwah, NJ: Lawrence Erlbaum Associates. 권성룡 외 11인 공역(2005). 수학의 힘을 길러주자. 왜? 어떻게? 서울: 경문사.
12 Behr, M., Lesh, R., Post, T., & Silver, E. (1983). Rational number concepts. In R. Lesh & M. Landau (Eds.), Acquisition of mathematics concepts and processes (pp. 91-125). New York: Academic Press.
13 Cramer, K., Post, T. R., & delMas, R. C. (2002). Initial fraction learning by fourth- and fifth-grade students: A comparison of the effects of using commercial curricula with the effects of using the Rational Number Project curriculum. Journal for Research in Mathematics Education, 33(2), 111-144.   DOI
14 Cramer, K. & Wyberg, T. (2007). When getting the right answer is not always enough: Connecting how students order fractions and estimate sums and differences. In W. G. Martin & M. E. Strutchens (Eds.), The Learning of Mathematics, 69th Yearbook of the National Council of Teachers of Mathematics (NCTM) (pp. 205-220). Reston, VA: NCTM.
15 Moss, J. & Case, R. (1999). Developing children's understanding of the ratio numbers: A new model and an experimental curriculum. Journal for Research in Mathematics Education, 30(2), 122-147.   DOI
16 Post, T. R., Behr, M. J., & Lesh, R. (1986). Research-based observations about children's learning of rational number concepts. Focus on Learning Problems in Mathematics, 8(1), 39-48.
17 Smith, J. P. (1995). Learning Rational Number. Unpublished doctoral dissertation, University of California, Berkeley.
18 Tzur, R. (1999). An integrated study of children's construction of improper fractions and the teacher's role in promoting that learning. Journal for Research in Mathematics Education, 30(4), 390-416.   DOI