International Electronic Journal of Mathematics Education

On the Teaching and Learning of Fractions through a Conceptual Generalization Approach
  • Article Type: Research Article
  • International Electronic Journal of Mathematics Education, 2017 - Volume 12 Issue 3, pp. 749-767
  • Published Online: 15 Nov 2017
  • Article Views: 366 | Article Download: 537
  • Open Access Full Text (PDF)
AMA 10th edition
In-text citation: (1), (2), (3), etc.
Reference: Lazić B, Abramovich S, Mrđa M, Romano DA. On the Teaching and Learning of Fractions through a Conceptual Generalization Approach. Int Elect J Math Ed. 2017;12(3), 749-767.
APA 6th edition
In-text citation: (Lazić et al., 2017)
Reference: Lazić, B., Abramovich, S., Mrđa, M., & Romano, D. A. (2017). On the Teaching and Learning of Fractions through a Conceptual Generalization Approach. International Electronic Journal of Mathematics Education, 12(3), 749-767.
Chicago
In-text citation: (Lazić et al., 2017)
Reference: Lazić, Bojan, Sergei Abramovich, Mirela Mrđa, and Daniel A. Romano. "On the Teaching and Learning of Fractions through a Conceptual Generalization Approach". International Electronic Journal of Mathematics Education 2017 12 no. 3 (2017): 749-767.
Harvard
In-text citation: (Lazić et al., 2017)
Reference: Lazić, B., Abramovich, S., Mrđa, M., and Romano, D. A. (2017). On the Teaching and Learning of Fractions through a Conceptual Generalization Approach. International Electronic Journal of Mathematics Education, 12(3), pp. 749-767.
MLA
In-text citation: (Lazić et al., 2017)
Reference: Lazić, Bojan et al. "On the Teaching and Learning of Fractions through a Conceptual Generalization Approach". International Electronic Journal of Mathematics Education, vol. 12, no. 3, 2017, pp. 749-767.
Vancouver
In-text citation: (1), (2), (3), etc.
Reference: Lazić B, Abramovich S, Mrđa M, Romano DA. On the Teaching and Learning of Fractions through a Conceptual Generalization Approach. Int Elect J Math Ed. 2017;12(3):749-67.

Abstract

This paper deals with precursory (propaedeutic) learning of the concept of number in the elementary mathematical education. The authors’ objective is to suggest a method allowing for the increase of the effectiveness of interactive expansion of the concept of number by using a grade-appropriate learning framework for elementary mathematical education content. A theoretical background for the creation of this method is based on the description of various characteristics of precursory learning and interactive teaching of mathematics as well and the flexible differentiation approach. The paper especially emphasizes the possibilities of propaedeutic understanding of the concept of fraction and examine the effects of such approach in terms of student achievement in elementary mathematics education, on the basis of a methodological approach. Results obtained during the experimental research suggest that under the influence of the methodological approach of introducing fractions through propaedeutic learning, students achieve significantly better results in learning compared to students who have not used this method.

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