A Systematic Review on Teaching Fraction for Understanding through Representation on Web of Science Database Using PRISMA

Autor/inn/en	Mohamed, Rosmawati; Ghazali, Munirah; Samsudin, Mohd Ali
Titel	A Systematic Review on Teaching Fraction for Understanding through Representation on Web of Science Database Using PRISMA
Quelle	In: LUMAT: International Journal on Math, Science and Technology Education, 9 (2021) 1, S.100-125 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Mohamed, Rosmawati) ORCID (Ghazali, Munirah) ORCID (Samsudin, Mohd Ali)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2323-7112
Schlagwörter	Fractions; Mathematics Instruction; Educational Research; Relevance (Education); Manipulative Materials; Visual Aids; Speech; Symbols (Mathematics); Outcomes of Education + Suchen Sie Ihr Suchwort? Bruchrechnung; Mathematics lessons; Mathematikunterricht; Bildungsforschung; Pädagogische Forschung; Relevance; Relevanz; Hilfsmittel; Anschauungsmaterial; Speaking; Sprechen; Lernleistung; Schulerfolg
Abstract	Through a search executed on Web of Science database with general keywords pertaining to 'teaching fractions' or 'understanding fractions' and 'representation', this study utilized PRISMA's procedure in analysing previously published articles. This review reveals seven articles in inclusion criteria and seventeenth articles in exclusion criteria with reasons. The included articles were reviewed for (a) studies characteristics, (b) instructional focus, (c) representation elements: real-world situation, manipulative aids, pictures, spoken and written symbols, and (d) the outcomes of each study. The metadata was analysed to organise the outcomes. Most of these articles focus on grade 3 and above and Western countries' urban area. The result indicates most studies emphasize both conceptual and procedural understandings. Multi representations utilize sequential or parallel concept related to fractions improve students' knowledge, particularly in understanding fractions. Meanwhile, developing fraction learning through multiple explicit representations at the initial Grade level of fraction instruction is for elementary school. However, less attention has been given to explicit representations in learning fractions at such a level. (As Provided).
Anmerkungen	LUMA Centre Finland. University of Helsinki. A.I. Virtasen aukio 1, 00014 University of Helsinki, Finland. Tel: +358-50-348-0567; e-mail: editor@lumat.fi; Web site: https://journals.helsinki.fi/lumat
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01