期刊名称：International Electronic Journal of Elementary Education
印刷版ISSN：1307-9298
出版年度：2020
卷号：13
期号：1
页码：35-45
DOI：10.26822/iejee.2020.171
出版社：International Electronic Journal of Elementary Education
摘要：This study aimed to reveal the conceptual and operational
conceptions of sixth-grade students in the process of
division. The focus of the study included the strategies used
in the division process, the students' understanding of the
division algorithm, and their ability to interpret the remainder
in a real-life context. Being qualitative in nature, the current
study adopted the case study methodology. The sample of
the study consisted of 64 sixth-grade students studying at
two middle schools in the province of Kastamonu, Turkey in
the 2018-2019 academic year. The data collection tool was
a test consisting of five open-ended questions presented
to the students. According to the research findings, while
most of the students used the division operation in problemsolving,
some students used different strategies, such as
multiplication, addition, subtraction, and mental calculation.
The majority of the students using the division algorithm were
successful in applying the steps of the division operation but
had difficulty in interpreting the remainder. In this research,
it was also seen that the students had difficulties regarding
the use of zero as a placeholder in the division operation.
The students also encountered more difficulty in the division
problems requiring the use of zeros in the last digits of the
quotient than using zeros in other digits of the quotient.
其他摘要：The aim of this study was to reveal the conceptual and operational conceptions of sixth-grade students in the process of division. The focus of the study included the strategies used in the division process, the students' understanding of the division algorithm, and their ability to interpret the remainder in a real-life context. Being qualitative in nature, the current study adopted the case study methodology. The sample of the study consisted of 64 sixth-grade students studying at two middle schools in the province of Kastamonu, Turkey in the 2018-2019 academic year. The data collection tool was a test consisting of five open-ended questions presented to the students. According to the research findings, while most of the students used the division operation in problem solving, some students used different strategies, such as multiplication, addition, subtraction, and mental calculation. The majority of the students using the division algorithm were successful in applying the steps of the division operation, but had difficulty in interpreting the remainder. In this research, it was also seen that the students had difficulties regarding the use of zero as a placeholder in the division operation. The students also encountered more difficulty in the division problems requiring the use of zeros in the last digits of the quotient than using zeros in other digits of the quotient.
关键词：The Concept of Division; Conceptual Knowledge;
Interpretation of The Remainder; Operational Knowledge;
Problem-Solving
