fraction, an integrated perspective
TRANSCRIPT
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Kelompok II1.Chika Rahayu2.Dekriati Ate3.Meta Silvia Gunawan4.Nursa Fatri Nopriati5.Sri Widya Permatasari
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Fraction, an integrated perspective
1. Concept aquisition and N distractors
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Bagaimana membagi 3 batang coklat untuk 4 orang anak sehingga masing-masing anak akan mendapat bagian yang sama!
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Ide Clara
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Ide Clara
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Clara encountered certain difficulties during this early stage of the learning process. She preferred to stick to notations such as or
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In the case where eight children were each to receive Clara Suggested giving them all one and then having them all return
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?
When asked whether someone receiving
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Clara tried to reconstructing the distribution story of the other fraction which is similar with the example before.12+15
Clara first said theat there were 7 people sharing, an answer which can also be regardeda as N distractor error.
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𝟏𝟐+
𝟏𝟓
𝟏𝟐+
𝟏𝟓
𝟏𝟐+
𝟏𝟓𝟏𝟐+
𝟏𝟓𝟏𝟐+
𝟏𝟓
𝟑𝟏𝟐𝟑𝟏𝟐
𝟕
5 5
10
710+0=
12+15
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Fraction, an integrated perspective
2. Progression in schematising
After 3 weeks, Clara applied another type of abbreviation
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58
𝟐𝟏𝟐4 4
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4 8 16
20
32
3 6 12
15
24
In Schematisations with the ratio table. Clara constructed table of 4S : 3C
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S 18 36 54
C 8 16 24
Comparing
S 14 28 42
56
C 6 12 18
24
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Fraction, an integrated perspective
3. Flexible use of models
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13
4 13 4 134 13
• Figure 6
15
5 5 5
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Figure 7
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Figure 8
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4. Ability to build of formal problems
=
1
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Indicator 5: the pupil’s own constructions and productions
on the symbolic level
By a monograph we mean a series of fractional number sentences fitting to a single distribution in which the fair sharing takes place in different ways.
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After 3 ½ months
Two months later
4 months later
+ Up to after
+
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The characteristic of Clara’s test were :
• A relatively large number of assignments for practising the main LOT operations
• Translation assignments into LOT language• A few application assignments, with the view on
the definitions of a LOT numbers.• A few assignments for construction and free
production
6 months later
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Clara’s process of fraction construction
Concept acquisition and N-distractors
Progression in schematising
Flexible use of models,
application of schemes and
diagrams
The pupil’s own constructions
and productions on the symbolic
level
Ability to build images of
formal problems
LOT test
This may have helped to increase her self-
confidence and her achievement
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