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Journal of Emerging Trends in Educational Research and Policy Studies (JETERAPS) (Vol 1 No 1)
| Abstract: Previous studies show that students have problems with fractions. This reason was seen important make a study that related with the fractions and representation forms. The aim of this study is to investigate 5th and 6th grade students' achievement of solving fraction problems according to their representation styles in the topic of operations with fractions and to reveal ideas of the students about fraction problems according to their representation forms. A mixed method composed of quantitative and qualitative techniques was used in this research. Firstly, the quantitative data was analyzed, and then, the qualitative data was collected by interviewing with the prospective teachers in order to retrieve detailed information from them about the tests prepared according to representation types of fractions and the answers they gave to the questions placed in these tests and to support quantitative findings. "Verbal Representation Test (VERT)", "Visual Representation Test (VIRT)" and "Symbolic Representation Test (SRT)", including 4 questions and developed by the researchers, were used as quantitative data collection tools. The study was conducted with 127 students at 5th and 6th grades of a state school in Bolu-Turkey, in the academic years of 2013-2014. As a result of data analysis, it was found that the means of 6th grade students were higher than that of 5th grade students in all representation forms of problems. When the differences between achievements of the tests were examined, the difference in the symbolic test was only found to be significant. It appeared that there was a positive and significant relationship between the achievements of students in solving fraction problems presented in different representation styles. These results show that the performances of students were affected by the different representation forms. |
| Keywords: fractions, addition with fractions, subtraction and multiplication, verbal-visual-symbolic representation, mathematics education |
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