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dc.contributor.authorÜzel, Devrim
dc.date.accessioned2019-09-05T11:25:11Z
dc.date.available2019-09-05T11:25:11Z
dc.date.issued2018en_US
dc.identifier.issn23323205
dc.identifier.urihttps://doi.org/10.13189/ujer.2018.061131
dc.identifier.urihttps://hdl.handle.net/20.500.12462/6255
dc.description.abstractThis study reports errors and misconceptions about division operation in fractions made by eighth-grade students. To investigate these errors and misconceptions, the study examined students’ understanding of division operation in fractions using a questionnaire and expectation table. Students’ misconceptions were determined for each question and compared with the expectation table. Common misconceptions of this research are; misunderstanding of word problems, incorrectly generalization of learned rules for fractions, considering numerator and denominator as integer numbers, not conceptually learning of division operation in fractions, associating division with addition, subtraction and multiplication operations. Students made same misconceptions with the expectation table.en_US
dc.language.isoengen_US
dc.publisherHorizon Research Publishingen_US
dc.relation.isversionof10.13189/ujer.2018.061131en_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectProcedural and Conceptual Understandingen_US
dc.subjectMisconceptions and Errorsen_US
dc.subjectDivision Operation in Fractionsen_US
dc.subjectEighth-grade Studentsen_US
dc.titleInvestigation of misconceptions and errors about division operation in fractionsen_US
dc.typearticleen_US
dc.relation.journalUniversal Journal of Educational Researchen_US
dc.contributor.departmentNecatibey Eğitim Fakültesien_US
dc.identifier.volume6en_US
dc.identifier.issue11en_US
dc.identifier.startpage2656en_US
dc.identifier.endpage2662en_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US


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