Sixth-Grade Students' Procedural and Conceptual Understandings of Division Operation in a Real-Life Context

Autor/inn/en	Incikabi, Lütfi; Ayanoglu, Perihan; Uysal, Ramazan
Titel	Sixth-Grade Students' Procedural and Conceptual Understandings of Division Operation in a Real-Life Context
Quelle	In: International Electronic Journal of Elementary Education, 13 (2020) 1, S.35-45 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Incikabi, Lütfi) ORCID (Ayanoglu, Perihan) ORCID (Uysal, Ramazan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1307-9298
Schlagwörter	Foreign Countries; Middle School Students; Grade 6; Mathematics Skills; Knowledge Level; Mathematical Concepts; Division; Mathematics Tests; Problem Solving; Learning Strategies; Multiplication; Addition; Subtraction; Mental Computation; Difficulty Level; Turkey + Suchen Sie Ihr Suchwort? Ausland; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; School year 06; 6. Schuljahr; Schuljahr 06; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Wissensbasis; Problemlösen; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Multiplikation; Subtraktion; Kopfrechnen; Schwierigkeitsgrad; Türkei
Abstract	This study aimed to reveal the conceptual and operational conceptions of sixth-grade students in the process of division. The focus of the study included the strategies used in the division process, the students' understanding of the division algorithm, and their ability to interpret the remainder in a real-life context. Being qualitative in nature, the current study adopted the case study methodology. The sample of the study consisted of 64 sixth-grade students studying at two middle schools in the province of Kastamonu, Turkey in the 2018-2019 academic year. The data collection tool was a test consisting of five open-ended questions presented to the students. According to the research findings, while most of the students used the division operation in problem-solving, some students used different strategies, such as multiplication, addition, subtraction, and mental calculation. The majority of the students using the division algorithm were successful in applying the steps of the division operation but had difficulty in interpreting the remainder. In this research, it was also seen that the students had difficulties regarding the use of zero as a placeholder in the division operation. The students also encountered more difficulty in the division problems requiring the use of zeros in the last digits of the quotient than using zeros in other digits of the quotient. (As Provided).
Anmerkungen	International Electronic Journal of Elementary Education. T&K Akademic Rosendalsvein 45, Oslo 1166, Norway. e-mail: iejee@iejee.com; Web site: https://www.iejee.com/index.php/IEJEE/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01