FAKULTI PENDIDIKAN DAN BAHASA TEACHING OF ELEMENTARY MATHEMATICS PART II JANUARI 2013 HBMT 2203

NO. MATRIKULASI NO. KAD PENGENALAN : NO. TELEFON E-MEL

770103136201002 770103-13-6201

: :

013-8203240 esus316@yahoo.com / jesusjng48@gmail.com

TUTOR

PN.JARNICE LING YEE CHING OUM SIBU

PUSAT PEMBELAJARAN :

CONTENT 1.Introduction

2.Analysis Of Current Practice

(a)The Concept of Fractions (b)The Concept of Equivalent Fraction

3.An Improved approach in teaching Equivalent Fraction

4.The Lesson Plan

5.Conclusion

6.References

1.Introduction
Fractions are not only used for formal purpose in school mathematics but rather a very important tool in our daily lives to complement whole numbers. Our ancient, when human beings started to keep count of thing, they started to use whole numbers. Then ,they realized that things just do not always exist as complete wholes. For that reason, they have to invent numbers that represent a whole divided into parts. Since, whole numbers just not sufficient to suit their daily need, fractions were invented to supplement the gap found in between whole numbers. Fractions is among the most difficult topics of mathematics for young pupils. Even the study of fractions is foundational in mathematics, many pupils often get confused when learning the concept of fractions. They have difficulty to recognising, reading, saying and writing fractions. According to Cramer,Behr,Post & Lesh, 1977, pupils also rarely have opportunity to understand fractions before they are asked to perform operations on them such as addition or subtraction. Based on that reason, it is very important for us to provide opportunities for our pupils to learn and understand fraction meaningfully. In order to start teaching fractions, it is important for us to have an overview of the mathematical skills involved in acquiring the concept of fractions. We should learn about the pedagogical content knowledge of fractions such as the meaning of fractions. As a teacher, we should understand what is the meaning of fractions. What is fraction? The word fractions comes from the Latin Word for breaking. Actually , fractions are about breaking or splitting things up equally. We use fractions all the time daily, we might related this kind of all things to develop or enhance our pupils knowledge to understand fractions. We should use physical real materials and other representations to help our pupils develop their understanding of the concept of fractions. A systematic conceptual development of fractions will be very helpful for our pupils to learn the topic effectively. In our country Malaysia, the topic of fractions are introduced for the very first time in Year 3 syllabus. It would be advisable to introduced the topic in systematic manner. The major mathematical skill related to fractions to mastered by Year 3 pupils are concept of fractions, such as to recognize fractions as equal shares of a whole set, recognize one whole, one half, one quarter and three quarters and also to recognize parts that are not fractions. Then, they have to saying and reading fractions such as saying, reading one whole, one half, one quarter and three quarters and saying and reading one whole, one half, one quarter and three

quarters in context. Besides that, the pupils in Year 3 have to mastered in writing fractions by knowing the terms numerator and denominator, writing
4 1 2 = and = 1 and recognize fractions as equal shares. 2 4 4
1 1 3 , , in context, recognize 2 4 4

2.Analysis Of Current Practice

(a)The Concept of Fractions Fractions are a major concept that pupils are first introduced to in Year 3 syllabus. This concept continues throughout their mathematical education. Teachers struggle to teach this concept effectively, while pupils struggle to gain a conceptual understanding. The goal of fraction instruction is for pupils to be able to visualize fractional amounts accurately. It is important for teachers to ensure that pupils have a firm grasp on the concepts of fractions. Once these concepts are established, pupils can better visualize and understand the value of a fraction. Pupils with a conceptual understanding will have fewer problems in the future when they are introduced to fraction operations and algorithms (especially when adding and subtracting with unlike denominators). Brizuela (2005) explored the kinds of notations young children make for fractional numbers. Exploring childrens' notations reveals their thinking and knowledge of fractions. According to the study, most children in the study did not make conventional notations for fractions. The relationship between conceptual understanding and in making notations is a complex area. Brizuela argues that childrens notational competencies and conceptual understandings are intertwined. Thus, it is vital to integrate notations as students are exposed to learning and understanding of fractional numbers. Introducing fraction concepts to children at a young age builds their ability to conceptualize fractional numbers.

Current practice in teaching the concept of fraction It is very common practices for our teacher in our schools recently exposed pupils with three interpretations of the concept of fractions. It is fractions as parts of a unit whole, fractions as parts of a collection objects and fractions as division of whole numbers. It is very important for us to provide opportunities for our pupils to differentiate these three interpretations so that

they can understand fraction well. However, from the pedagogical point of view, it is best for the pupils to be comfortable with one view before moving on to another interpretations. Pupils' learning of fractions may be divided roughly into two stages. In the initial stage pupils are exposed to the various ways fractions are used and how simple computations can be made on the basis of simple analogies and intuitive reasoning. They learn to represent fractions with fraction strips (made of paper or just drawings), fraction bars, rectangles, number lines, and other manipulative tools. Even in the exploratory and experiential stage, however, one can help students form good habits, such as always paying attention to axed unit (the whole) throughout a discussion and always being as precise as practicable. Regarding the latter issue of precision, we want students to know at the outset that the shape of the rectangle is not the whole"; its area is. (This is one reason that a pizza is not a good model for the whole, because there is very little exibility in dividing the area of a circle into equal parts except by using circular sectors. The other reason is that, unlike rectangles, it cannot be used to model fraction multiplication.) The second stage is where the formal mathematical development of fractions begins, the fact that a fraction is a number begins to assume overriding importance on account of the extensive computations students must make with fractions at that point of the school curriculum. For instance, to teach the concepts of fractions, normally teachers do always make a relationship between a concepts of fractions with their daily life such as using the circle shape of a cake during their birthday party. Teacher then ask pupils to divided the cake into equal parts and bring their pupils to go through the situation to make a connection of the concepts of fractions. In the diagram, the teachers may using the shapes of the circles below as an approach of a visual introduction to the fraction.

Diagram 1

Diagram 2

One whole Cake

One whole divide into two equal parts

Diagram 1

Diagram 2

One whole divide into four equal parts

One whole divide into four equal parts

Hence, by illustrated the diagram above, teachers may explain that a fraction is a share of something. Teachers also give a noted to pupils that, the most common shares are halves, that is, when we split or divided something into two equal parts, and quarters when we split or divided something into four equal parts. Finally, the teachers make a conclusion that a fraction is considered as parts of a unit whole. After all, giving pupils with some exercises to do at home and let pupils managed themselves to understanding the concept of fraction well. The teachers may believe that children will automatically understand the concept of fractions simply as a result of using the diagram that given. The strengths of the current practices that teacher have done is a classroom management. The teachers can control or handle the classroom management very well because it is about the real situations of a birthday party that discuss. By discuss about that, the teacher have related the pupils daily life with their teaching and learning strategy. It is encourage them to reconnected their learning with what was happening in their daily lifes. Beside, pupils also making fun with their learning by using the manipulative tools that interest them to learn. Meanwhile, the pupils have learn the concept something like spoon feeding by teachers and no need to think or explore hard, it is particularly and also do for teachers. There are no need to do a lot of preparation, just enough with chalk and talk then bring along a manipulative tools may be to have teachers to explain and make pupils more understands the teaching and learning that happened in the classroom.

The weaknesess that found on the current practice of teching the concept of the fraction is teachers centered. Pupils have very few opportunities to give their response or to asking the teachers about what the have learn. Teachers should make their lesson meaningfully by provide opportunities to the pupils to learn and understand by themselves. Pupils should free to learn so that the can rebuild their content knowledge and explore themselves that can make them satisfied with their ability. Pupils (b)The Concept of Equivalent Fractions

3.An Improved approach in teaching Equivalent Fraction 4.The Lesson Plan 5.Conclusion