• Research in Mathematical Education
• /
• v.16 no.4
• /
• pp.217-232
• /
• 2012

While many studies on early algebra have been conducted, there have been only a few studies on the operation sense as the fundamental element of algebraic thinking, especially the fraction operation sense. This study explored the dimensions of fraction operation sense and then investigated students' fraction operation sense. A total of 183 of sixth graders were surveyed and 5 students who showed high operation sense were clinically interviewed in order to analyze their algebraic thinking in detail. The results showed that students had a tendency to use direct calculation or employ inappropriate operation sense rather than to use the structure of operation or the relation between operations on the basis of algebraic thinking. This study implies that explicit instruction on early algebra is necessary from the elementary school years.

• School Mathematics
• /
• v.11 no.1
• /
• pp.71-91
• /
• 2009

The purpose of this study was to analyze operation sense in detail with regard to division of fraction. For this purpose, two sixth grade students who were good at calculation were clinically interviewed three times. The analysis was focused on (a) how the students would understand the multiple meanings and models of division of fraction, (b) how they would recognize the meaning of algorithm related to division of fraction, and (c) how they would employ the meanings and properties of operation in order to translate them into different modes of representation as well as to develop their own strategies. This paper includes several episodes which reveal students' qualitative difference in terms of various dimensions of operation sense. The need to develop operation sense is suggested specifically for upper grades of elementary school.

• East Asian mathematical journal
• /
• v.40 no.2
• /
• pp.183-207
• /
• 2024

This study is a case study that considered fractional senses and fraction operation abilities for 107 gifted students in elementary school classes. In order to find out the fractional sense, in the first question comparing the sizes of fractions 2/3 and 4/5, the students showed a variety of strategies, but the utilization rate of strategies excluding reduction to a common denominator did not exceed 50%. The second question can be solved by using the first question. It is a problem of finding two fractions by selecting four from six numbers 1, 3, 4, 5, 6, and 7 to create two fractions of which sum does not exceed 1. The percentage of correct answers to this question was about 27% (29 out of 107). Only 5 out of 29 students found answers using the first question, and the rest of the students sought answers through trial and error in various calculations. It shows that the item arrangement method from a deductive perspective has no significant effect on elementary school students. The percentage of correct answers was about 27% in the questions to find out the fraction operation ability-the question of drawing a 4/3 bar using a given 3/8-sized bar and 30.7% (23 out of 75) of the students who had wrong answers showed insufficient splitting operation. In addition, it has been shown that the operation of partitioning and iterating to form numerical senses and fractional concepts related to the fractions of the students has no significant impact.

• East Asian mathematical journal
• /
• v.34 no.2
• /
• pp.203-217
• /
• 2018

This study examined preservice elementary teachers' patterns and tendencies in thinking of drawn models of multiplication with fractions. In particular, it investigated preservice elementary teachers' work in a context where they were asked to select among drawn models for symbolic expressions illustrating multiplication with non-whole number fractions including a mixed number. Preservice teachers' interpretations of fraction multiplication used in interpreting different types of drawn models were analysed-both quantitatively and qualitatively. Findings and implications are discussed and further research is suggested.

• Journal of the Korean Mathematical Society
• /
• v.48 no.5
• /
• pp.887-898
• /
• 2011

In this paper, we first discuss the convergence of the continued fractions of generalized Rogers-Ramanujan type in the modified sense. Then we prove several equalities concerning these continued fractions. The proofs of our main results are mainly based on the Bauer-Muir transformation.

• Research in Mathematical Education
• /
• v.22 no.4
• /
• pp.283-304
• /
• 2019

This paper investigates what informal knowledge and strategies fifth-grade students brought to a classroom and how much they had potential to solve fraction division story problems. The findings show that most of the participants were engaged to understand the meaning of fraction division prior to their formal instruction at school. In order to solve the story problems, the informal knowledge related to fractions as well as division was actively utilized in student's strategies and justification. Students also used various informal strategies from mental calculation, direct modeling, to relational thinking. Formal instructions about fraction division at schools can be facilitated for sense-making of this complex fraction division conception by unpacking informal knowledge and thinking they might bring to the classrooms.

• Transactions of Materials Processing
• /
• v.8 no.4
• /
• pp.399-406
• /
• 1999

It is more appropriate to treat that the semi-solid mixture as a single phase material that obeys incompressibility in the global sense and to analyze the liquid flow only locally than the approach based on compressible yield criteria. In the present study, a numerical algorithm of updating the solid volume fraction based on mixture theory has been developed. Finite element analysis of simple upsetting was carried out using the proposed algorithm to investigate the degree of macro-segregation according to friction conditions and compressive strain rates under the isothermal condition. The simulation results were compared to experimental results available in reference to test the validity of the currently proposed algorithm. Since the comparison results show a good agreement it is construed that the proposed algorithm can contribute to the development of numerical analysis of determining the solid volume fraction semi-solid processing.

• Education of Primary School Mathematics
• /
• v.26 no.3
• /
• pp.181-197
• /
• 2023

The importance of reasoning processes based on fractional concepts and number senses, rather than a formalized procedural method using common denominators, has been noted in a number of studies in relation to compare the magnitudes of unlike fractions. In this study, a unlike fraction magnitudes comparison test was conducted on fourth-grade elementary school students who did not learn equivalent fractions and common denominators to analyze the reasoning perspectives of the correct and wrong answers for each of the eight problem types. As a result of the analysis, even students before learning equivalent fractions and reduction to common denominators were able to compare the unlike fractions through reasoning based on fractional sense. The perspective chosen by the most students for the comparison of the magnitudes of unlike fractions is the 'part-whole perspective', which shows that reasoning when comparing the magnitudes of fractions depends heavily on the concept of fractions itself. In addition, it was found that students who lack a conceptual understanding of fractions led to difficulties in having quantitative sense of fraction, making it difficult to compare and infer the magnitudes of unlike fractions. Based on the results of the study, some didactical implications were derived for reasoning guidance based on the concept of fractions and the sense of numbers without reduction to common denominators when comparing the magnitudes of unlike fraction.

• The Bulletin of The Korean Astronomical Society
• /
• v.45 no.1
• /
• pp.38.1-38.1
• /
• 2020

Recent integral field spectroscopy observations have found that about 11% of galaxies show star-gas misalignment. The misalignment possibly results from external effects such as gas accretion, interaction with other objects, and other environmental effects, hence providing clues to these effects. We explore the properties of misaligned galaxies using Horizon-AGN, a large-volume cosmological simulation, and compare the result with the result of the Sydney-AAO Multi-object integral field spectrograph (SAMI) Galaxy Survey. Horizon-AGN can match the overall misalignment fraction and reproduces the distribution of misalignment angles found by observations surprisingly closely. The misalignment fraction is found to be highly correlated with galaxy morphology both in observations and in the simulation: early-type galaxies are substantially more frequently misaligned than late-type galaxies. The gas fraction is another important factor associated with misalignment in the sense that misalignment increases with decreasing gas fraction. However, there is a significant discrepancy between the SAMI and Horizon-AGN data in the misalignment fraction for the galaxies in dense (cluster) environments. We discuss possible origins of misalignment and disagreement. This presentation is mainly based on the published work Khim et al. 2020, ApJ, 894, 106 (17pp).

• Korean Journal of Cognitive Science
• /
• v.24 no.3
• /
• pp.271-300
• /
• 2013

Human and animals are born with an intuitive ability to determine approximate numerosity. This ability is termed approximate number sense (hereafter, number sense). Evolutionarily, number sense is thought to be an essential ability for hunting, gathering and survival. According to previous research, children with mathematical learning disability have impaired number sense. On the other hand, individuals with more accurate number sense have higher mathematical achievement. These results support the hypothesis that number sense provides a basis for the development of mathematical cognition. Recently, researchers have been examining whether number sense training can lead to enhancement in mathematical achievement and changes in brain activity in relation to mathematical problem solving. Numerosity which basically represents discontinuous quantity is expected to be closely related to continuous quantity such as representations of space and time. A theory of magnitude (ATOM) states that processing of number, space and time is based on a common magnitude system in the posterior parietal cortex, especially the intraparietal sulcus. The present paper introduces current literature and future directions for the study of the common magnitude system.