eprintid: 21098
rev_number: 11
eprint_status: archive
userid: 1650
dir: disk0/00/02/10/98
datestamp: 2023-02-13 18:48:49
lastmod: 2023-02-13 18:48:49
status_changed: 2023-02-13 18:48:49
type: article
metadata_visibility: show
creators_name: Pramudiani, Puri
creators_name: Herman, Tatang
creators_name: Turmudi, Turmudi
creators_name: Dolk, Maarten
creators_name: Doorman, Michiel
creators_id: puri.pramudiani@uhamka.ac.id
creators_orcid: 0000-0002-9620-5283
creators_orcid: 0000-0002-4349-4042
creators_orcid: 0000-0001-7976-211X
creators_orcid: 0000-0002-3233-3673
title: How does a missing part become important for primary school students in understanding fractions?
ispublished: pub
subjects: Z665
abstract: How does a missing part become important for primary school students in understanding fractions?    Puri Pramudiani https://orcid.org/0000-0002-9620-5283   Tatang Herman https://orcid.org/0000-0002-4349-4042   Turmudi   Maarten Dolk   Michiel Doorman https://orcid.org/0000-0002-3233-3673    

Understanding of fractions is difficult for Indonesian students. This often leads to misinterpretation in solving fractional problems. In this study, a task aiming at identifying students’ struggles in understanding the basic concept of part-whole relationships in fractions was developed and tested with six 4th-grade students. The task uses Indonesian sweet food, martabak, that has a rounded pizza-like shape as a context in which one slice was missing. Realistic Mathematics Education underlies the context designed, that was also inspired by the Dutch textbook Alles telt Q Basiswerkschrift. The study used a qualitative methodology through an interview, observation, and written test. The result of this study indicated that the students’ struggles can be identified as follows: making references to the whole, making references to the complete partition, and making sense of the incomplete partition. The study showed that the designed tasks have potentials to provoke students' reasoning in learning fractions. The findings indicate that when students learn fractions, their understanding of the meaning of fractions should be well addressed with problems that challenge this part-whole relationship. Challenging this relationship can be supported with problems that have some ambiguity about what is the ‘whole’ using the missing part context.
   12 11 2022   565 586   https://creativecommons.org/licenses/by/4.0   10.22342/jme.v13i4.pp565-586 http://jme.ejournal.unsri.ac.id/index.php/jme/article/view/254   http://jme.ejournal.unsri.ac.id/index.php/jme/article/download/254/42     http://jme.ejournal.unsri.ac.id/index.php/jme/article/download/254/42
date: 2022-12-11
official_url: https://doi.org/10.22342/jme.v13i4.pp565-586
id_number: doi:10.22342/jme.v13i4.pp565-586
full_text_status: public
publication: Journal on Mathematics Education
volume: 13
number: 4
pagerange: 565-586
pages: 22
refereed: TRUE
issn: 2087-8885
citation:   Pramudiani, Puri dan Herman, Tatang dan Turmudi, Turmudi dan Dolk, Maarten dan Doorman, Michiel  (2022) How does a missing part become important for primary school students in understanding fractions?  Journal on Mathematics Education, 13 (4).  pp. 565-586.  ISSN 2087-8885     
document_url: http://repository.uhamka.ac.id/id/eprint/21098/1/_Layout%2B-%2B01%2B-%2BPuri%2BPramudiani%2Bv4.pdf_