Identifying Middle School Students' Understandings of Length Measurement and Fractions

Fatma Nur Öztürk; Nejla Gürefe

Makale detayları

Identifying Middle School Students' Understandings of Length Measurement and Fractions

Yazarlar:

Fatma Nur Öztürk | Nejla Gürefe

Yayıncı:

Cukurova University

Ana Başlıklar:

Matematik Eğitimi

Dergi:

Çukurova Üniversitesi Eğitim Fakültesi Dergisi Vol.54 Issue 2, pp.497-540

Belge Tipi:

Makale

Yayın Tarihi:

8/2025

Belge Dili:

İngilizce

Document ID (Org No.):

2001357588

pISSN:

1302-9967

Anahtar kelimeler:

Özet:

 This study aimed to elucidate the understanding of length measurement and fractions among middle school students. Designed as a case study, the research involved nine students from 6th, 7th, and 8th grades. Data collected through one-on-one interviews were analyzed using descriptive analysis. The findings revealed that participants comprehension of fractions and length measurement predominantly fell within the pre-interiorization profile, encompassing pre-interiorization, interiorization, condensation, and reification profiles. Essentially, students were found to generally encounter difficulties in comprehending both fractions and length measurements. Furthermore, it was noted that students employed diverse strategies and methods, such as notch counting, dot counting, and intervals, when presented with fraction length models in various formats. They consistently demonstrated distinct understandings in response to each question, emphasizing the practicality of student answers in unveiling their comprehension of fractions and length measurement. Based on the research results, it can be recommended that mathematics teachers should address the basic concepts of fractions and their models more thoroughly in classroom practices. It may be recommended that teachers address the basic concepts and models related to fractions in more detail in their classroom practices.

 This study aimed to elucidate the understanding of length measurement and fractions among middle school students. Designed as a case study, the research involved nine students from 6th, 7th, and 8th grades. Data collected through one-on-one interviews were analyzed using descriptive analysis. The findings revealed that participants comprehension of fractions and length measurement predominantly fell within the pre-interiorization profile, encompassing pre-interiorization, interiorization, condensation, and reification profiles. Essentially, students were found to generally encounter difficulties in comprehending both fractions and length measurements. Furthermore, it was noted that students employed diverse strategies and methods, such as notch counting, dot counting, and intervals, when presented with fraction length models in various formats. They consistently demonstrated distinct understandings in response to each question, emphasizing the practicality of student answers in unveiling their comprehension of fractions and length measurement. Based on the research results, it can be recommended that mathematics teachers should address the basic concepts of fractions and their models more thoroughly in classroom practices. It may be recommended that teachers address the basic concepts and models related to fractions in more detail in their classroom practices.

 This study aimed to elucidate the understanding of length measurement and fractions among middle school students. Designed as a case study, the research involved nine students from 6th, 7th, and 8th grades. Data collected through one-on-one interviews were analyzed using descriptive analysis. The findings revealed that participants comprehension of fractions and length measurement predominantly fell within the pre-interiorization profile, encompassing pre-interiorization, interiorization, condensation, and reification profiles. Essentially, students were found to generally encounter difficulties in comprehending both fractions and length measurements. Furthermore, it was noted that students employed diverse strategies and methods, such as notch counting, dot counting, and intervals, when presented with fraction length models in various formats. They consistently demonstrated distinct understandings in response to each question, emphasizing the practicality of student answers in unveiling their comprehension of fractions and length measurement. Based on the research results, it can be recommended that mathematics teachers should address the basic concepts of fractions and their models more thoroughly in classroom practices. It may be recommended that teachers address the basic concepts and models related to fractions in more detail in their classroom practices.

 Bu çalışma, ortaokul öğrencilerinin uzunluk ölçme ve kesir konularındaki anlayışlarını derinlemesine incelemeyi amaçlamıştır. Nitel bir yaklaşımla, durum çalışması şeklinde tasarlanan bu araştırma, 6, 7 ve 8. sınıflardan amaçlı örnekleme yoluyla seçilen toplam dokuz öğrenci ile yürütülmüştür. Veriler, birebir gerçekleştirilen yarı yapılandırılmış görüşmeler aracılığıyla toplanmış ve elde edilen veriler betimsel analiz yöntemi kullanılarak çözümlenmiştir. Araştırmanın bulguları, katılımcı öğrencilerin kesir ve uzunluk ölçme konularındaki anlayışlarının büyük ölçüde ön içselleştirme profiline ait olduğunu göstermiştir. Bu da, öğrencilerin genellikle hem kesir hem de uzunluk ölçme kavramlarını anlamada belirgin zorluklar yaşadığını ortaya koymuştur. Ayrıca öğrencilerin farklı kesir uzunluk modellerinde çentik sayma, nokta belirleme, aralık sayma gibi çeşitli stratejiler ve yöntemlerden faydalandıkları belirlenmiştir. Öğrencilerin her görevde farklı anlayışlar sergiledikleri ve verdikleri yanıtların, kavramsal anlayışlarını anlamada önemli ipuçları sunduğu gözlemlenmiştir. Araştırma bulguları doğrultusunda, öğretmenlerin kesir ve uzunluk ölçme konularını öğretirken öğrencilerin kavramsal gelişim düzeylerini dikkate almaları önem arz etmektedir. Öğretmenlerinin sınıf uygulamalarında kesirlerle ilgili temel kavramları ve modellerini daha detaylı ele almaları önerilebilir.

Makale detayları

Identifying Middle School Students' Understandings of Length Measurement and Fractions

Yazarlar:

Fatma Nur Öztürk | Nejla Gürefe

Yayıncı:

Cukurova University

Ana Başlıklar:

Matematik Eğitimi

Dergi:

Çukurova Üniversitesi Eğitim Fakültesi Dergisi Vol.54 Issue 2, pp.497-540

Belge Tipi:

Makale

Yayın Tarihi:

8/2025

Belge Dili:

İngilizce

Document ID (Org No.):

2001357588

pISSN:

1302-9967

Fraction

Fraction Models

Length Measurement

Middle School StudentsKesir

Kesir Modelleri

Uzunluk Ölçme

Ortaokul Öğrencileri

Sayı

Makale detayları

Yazarlar: Fatma Nur Öztürk | Nejla Gürefe

Yayıncı: Cukurova University

Ana Başlıklar: Matematik Eğitimi

Dergi: Çukurova Üniversitesi Eğitim Fakültesi Dergisi Vol.54 Issue 2, pp.497-540

Belge Tipi: Makale

Yayın Tarihi: 8/2025

Belge Dili: İngilizce

Document ID (Org No.): 2001357588

pISSN: 1302-9967

Sayı

Yazarlar:

Fatma Nur Öztürk | Nejla Gürefe

Yayıncı:

Cukurova University

Ana Başlıklar:

Matematik Eğitimi

Dergi:

Çukurova Üniversitesi Eğitim Fakültesi Dergisi Vol.54 Issue 2, pp.497-540

Belge Tipi:

Makale

Yayın Tarihi:

8/2025

Belge Dili:

İngilizce

Document ID (Org No.):

2001357588

pISSN:

1302-9967