THE PROFILE OF PRIMARY SCHOOL STUDENTS’ CONCEPTUAL UNDERSTANDING OF EQUIVALENT FRACTIONS BASED ON KOLB’S LEARNING STYLES

Agnita, Pramasdyahsari (2014) THE PROFILE OF PRIMARY SCHOOL STUDENTS’ CONCEPTUAL UNDERSTANDING OF EQUIVALENT FRACTIONS BASED ON KOLB’S LEARNING STYLES. Proceeding of International Conference On Research, Implementation And Education Of Mathematics And Sciences 2014. (Submitted)

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Abstract

Fraction equivalence is one concept within the extensive fraction schemata. The understanding of fractions concepts is very important in understanding equivalent fractions. Therefore, it is essential for students to acquire the conceptual understanding of mathematical ideas in order to develop higher order mathematical thinking skills. Even though, have not yet found past research that specifically focus on relationship between Kolb’s learning styles and primary students’ conceptual understanding of equivalent fractions, the piloting study was conducted to know the relationship between those variables. Considering this fact, it is important to know further, how students’ conceptual understanding of equivalent fractions will be varied depending on their different Kolb’s learning styles. This research describes the profile of primary school students’ conceptual understanding of equivalent fractions based on Kolb’s learning styles. The results showed the way of represent the symbolic representation into pictorial representation and vice versa. Two students in fifth grade from SD Laboratorium Unesa which have different Kolb’s learning style and have already taught the topic were administered as the research subjects. The gender, mathematical ability, and age were considered as control variables. This research used qualitative approach, where the data were collected from written test and interview. It was completing each other and was gathered in different time with similar questions. The data were triangulated with time triangulation. Each profile, the differences and the similarities between two subjects in their conceptual understanding of equivalent fractions were highlighted in this research.

Item Type: Article
Uncontrolled Keywords: profile, conceptual understanding, equivalent fractions, Kolb’s learning styles.
Subjects: Prosiding > International Conference on Research, Implementation and Education of Mathematics and Sciences 2014 (ICRIEMS 2014) > MATHEMATICS & MATHEMATICS EDUCATION
Divisions: Fakultas Matematika dan Ilmu Pengetahuan Alam > Jurusan Pendidikan Matematika > Pendidikan Matematika
Depositing User: Eprints
Date Deposited: 07 Nov 2014 04:27
Last Modified: 07 Nov 2014 04:27
URI: http://eprints.uny.ac.id/id/eprint/11521

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