Early Fractions Learning of 3rd Grade Students in SD Laboratorium Unesa

Elisabet Ayunika Permata Sari, Dwi Juniati, Sitti Maesuri Patahudin

Abstract


Fractions varied meanings is one of the causes of difficulties in learning fractions. These students  should be given greater opportunities to explore the meaning of fractions before they learn the relationship between fractions and operations on fractions. Although students can shading area represents a fraction, does not mean they really understand the meaning of fractions as a whole. With a realistic approach to mathematics, students are given the contextual issues of equitable distribution and measurements that involve fractions.

Keyword:  fraction meaning, relation of fraction, design research,realistic mathematics education, equitable distribution, measurement

 

DOI: http://dx.doi.org/10.22342/jme.3.1.617.17-28


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DOI: https://doi.org/10.22342/jme.3.1.617.17-28

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Journal on Mathematics Education
Doctoral Program on Mathematics Education
Faculty of Teacher Training and Education, Universitas Sriwijaya
Kampus FKIP Bukit Besar
Jl. Srijaya Negara, Bukit Besar
Palembang - 30139
email: jme@unsri.ac.id
p-ISSN: 2087-8885 | e-ISSN: 2407-0610

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Journal on Mathematics Education (JME) is licensed under a Creative Commons Attribution 4.0 International License.


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