PROBLEMS OF PUPILS IN DEVELOPMENT REPRESENTATION OF DIFFERENCE IN TEACHING MATHEMATICS
DOI:
https://doi.org/10.5937/Keywords:
representation of fractions, a problem, teaching of the mathematics on the beginner's level, methodical approachAbstract
This paper is based on theoretical analysis of the research in the field of fractions, with the special attention on students' problems with understanding the representation of fractions in the beginner's level of mathematics teaching. The aim of this paper is a solution of the problem which students encounter while trying to understand representations of fractions. The presented research used for this paper was a guidepost to obstacles students have to deal with while trying to understand the notion of fractions with the intention to overcome them. The paper consists of the two parts. The first one is dedicated to methodical approach of the content related to fractions. In the other part however, the attention is directed towards presentation of the relevant research related to the students' problems with understanding this notion. According to the previous theories and models we came to the following conclusions. Firstly, an adequate manipulation of representative models of the fraction will form the mental image of fraction, specially models from ordinary pupil’s life. Secondly, increasing of visual contents about fractions can be done by using a number line. Thirdly, while teaching this subject it is necessary to use innovative models of teaching because using of wide range of teaching systems contributes to better understanding of representations of fractions.
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