eprintid: 43862
rev_number: 9
eprint_status: archive
userid: 1650
dir: disk0/00/04/38/62
datestamp: 2025-04-15 00:58:54
lastmod: 2025-04-15 00:58:54
status_changed: 2025-04-15 00:58:54
type: article
metadata_visibility: show
creators_name: Pramudiani, Puri
creators_name: Herman, Tatang
creators_name: Turmudi, Turmudi
creators_name: Dolk, Maarten
creators_name: Terlouw, Belinda
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
title: Primary school teachers' perspectives on teaching fractions
ispublished: pub
subjects: ZA4450
divisions: 86206
abstract: This research aimed to investigate the perspective of Dutch and Indonesian primary school teachers in teaching fractions. The research participants were six volunteer primary school teachers in the Netherlands and Indonesia. The method used in this research is a survey with open questions. The research finding indicated that the teachers in the Netherlands and Indonesia addressed fractions' basics using contextual situations. There are two perspectives of teachers in teaching fractions: 1) Strengthening the basics of fractions using a model, and 2) Strengthening specific procedural strategies to solve fraction problems. The results of this study can be used as a reference for teacher educators to design professional development for teachers, especially in mathematical teaching and to give an overview how the strategies applied in teaching fractions.
date: 2024
date_type: published
official_url: https://doi.org/10.1063/5.0202436
id_number: 10.1063/5.0202436
full_text_status: public
publication: AIP Publishing
volume: 3058
number: 040016
pagerange: 040016
refereed: TRUE
citation:   Pramudiani, Puri dan Herman, Tatang dan Turmudi, Turmudi dan Dolk, Maarten dan Terlouw, Belinda  (2024) Primary school teachers' perspectives on teaching fractions.  AIP Publishing, 3058 (040016).  040016.      
document_url: http://repository.uhamka.ac.id/id/eprint/43862/1/File24102122364024102122364005200221155131010303108501.pdf