東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

The role of co-construction of the c...

Girardin, Susan.

FindBook

Google Book

Amazon

博客來

The role of co-construction of the clock model in the development of fractional understanding in a Grade 4/5 classroom.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The role of co-construction of the clock model in the development of fractional understanding in a Grade 4/5 classroom./
作者:	Girardin, Susan.
面頁冊數:	118 p.
附註:	Source: Masters Abstracts International, Volume: 51-06.
Contained By:	Masters Abstracts International51-06(E).
標題:	Mathematics education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=MR85844
ISBN:	9780494858448

The role of co-construction of the clock model in the development of fractional understanding in a Grade 4/5 classroom.
Girardin, Susan.

The role of co-construction of the clock model in the development of fractional understanding in a Grade 4/5 classroom. - 118 p.

Source: Masters Abstracts International, Volume: 51-06.

Thesis (M.Ed.)--Lakehead University (Canada), 2013.

The focus of this case study was to determine the impact of the co-construction and use of the clock model in the development of fractional understanding in a Grade 4/5 classroom. A pretest, instruction, midtest, intervention, posttest, retention test sequence was used. The teaching unit was developed to address six areas of student difficulty with fractions identified in the literature: fractional parts are equal size portions, fraction symbols, improper fractions, size of unit fractions, estimation and comparison, and equivalent fractions. The clock model was co-constructed by the students with the teacher in the second half of the unit. Students used the clock model in four different forms: as an area model, as whole numbers of minutes, as equivalent fractions, and as an open clock. Although some students did not adopt the clock model, others used it with great success. Most students moved beyond using only landmark fractions of an hour to being able to work with thirds and sixths of an hour. The clock model helped some students to better understand the relationships between equivalent fractions. Recommendations are discussed.

ISBN: 9780494858448Subjects--Topical Terms:

641129
Mathematics education.

The role of co-construction of the clock model in the development of fractional understanding in a Grade 4/5 classroom.
LDR:02017nmm a2200265 4500 001 2071059
005 20160628073009.5
008 170521s2013 ||||||||||||||||| ||eng d
020 $a 9780494858448
035 $a (MiAaPQ)AAIMR85844
035 $a AAIMR85844
040 $a MiAaPQ $c MiAaPQ
100 1 $a Girardin, Susan. $3 3186157
245 1 4 $a The role of co-construction of the clock model in the development of fractional understanding in a Grade 4/5 classroom.
300 $a 118 p.
500 $a Source: Masters Abstracts International, Volume: 51-06.
500 $a Adviser: Alex Lawson.
502 $a Thesis (M.Ed.)--Lakehead University (Canada), 2013.
520 $a The focus of this case study was to determine the impact of the co-construction and use of the clock model in the development of fractional understanding in a Grade 4/5 classroom. A pretest, instruction, midtest, intervention, posttest, retention test sequence was used. The teaching unit was developed to address six areas of student difficulty with fractions identified in the literature: fractional parts are equal size portions, fraction symbols, improper fractions, size of unit fractions, estimation and comparison, and equivalent fractions. The clock model was co-constructed by the students with the teacher in the second half of the unit. Students used the clock model in four different forms: as an area model, as whole numbers of minutes, as equivalent fractions, and as an open clock. Although some students did not adopt the clock model, others used it with great success. Most students moved beyond using only landmark fractions of an hour to being able to work with thirds and sixths of an hour. The clock model helped some students to better understand the relationships between equivalent fractions. Recommendations are discussed.
590 $a School code: 1099.
650 4 $a Mathematics education. $3 641129
690 $a 0280
710 2 $a Lakehead University (Canada). $b Education. $3 2097107
773 0 $t Masters Abstracts International $g 51-06(E).
790 $a 1099
791 $a M.Ed.
792 $a 2013
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=MR85844