Conceptions of Ratio and Proportions among Year Five Pupils: Case Study

Autor/inn/en	a/p Perumal, Vani; Zamri, Sharifah Norul Akmar Syed
Titel	Conceptions of Ratio and Proportions among Year Five Pupils: Case Study
Quelle	In: Malaysian Online Journal of Educational Sciences, 10 (2022) 1, S.11-23 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2289-3024
Schlagwörter	Mathematical Concepts; Concept Formation; Grade 5; Elementary School Students; Mathematics Instruction; Visualization; Foreign Countries; Malaysia + Suchen Sie Ihr Suchwort? Concept learning; Begriffsbildung; School year 05; 5. Schuljahr; Schuljahr 05; Mathematics lessons; Mathematikunterricht; Visualisation; Visualisierung; Ausland
Abstract	Ratios and proportions are new topics in the primary curriculum. Previous research shows that Year Five pupils have difficulty in learning ratio and proportion. This study aims to identify the conceptions of ratio and proportion of seven year five pupils. It is based on radical constructivism using qualitative case study. Data was collected through a clinical interview technique. The data collected include the mental image of the ratio and proportion, representation of ratio and proportion, and the meaning of ratio and proportion. The cross-case analysis between the samples showed that the year five pupils could construct knowledge that make sense and gave the meaning of ratio as comparison of quantities, part to part comparisons, useful in daily activities, belongings, cooking, and parts of the body. Meanwhile, proportions are meaningful to them as part to whole comparisons and as two equal ratios that are related multiplicatively. This study gives implications to a few aspects mainly to the theory, teaching and learning practice, curriculum, textbook developers, and implication for future research. (As Provided).
Anmerkungen	University of Malaya Faculty of Education. Kuala Lumpur 50603 Malaysia. Web site: https://mojes.um.edu.my/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01