Document Type : Research Paper
Authors
1 1 Corresponding Author, Master student of primary education, Farhangian University, Kerman, Iran.
2 Department of Educational Sciences, Farhangian University, Tehran, Iran
3 Department of mathmathics teaching, Farhangian University, Tehran, Iran
Abstract
Fractions are a fundamental concept in mathematics, serving as a building block for various mathematical operations and applications across different contexts. They are essential not only in basic arithmetic but also in higher-level math concepts such as ratios, proportions, and algebra. However, understanding and solving word problems related to fractions presents a significant challenge for many elementary students. This challenge arises from the abstract nature of fractions, which can be difficult for young learners to grasp, as well as the complex language often used in word problems that can confuse students.To address this persistent issue, the implementation of integrated teaching strategies within the context of fraction word problems has shown promising potential. By integrating different subjects and utilizing various teaching methods, educators can create a more comprehensive learning experience. Therefore, this study aims to explore the essential components of integrated teaching specifically for fraction word problems designed for third-grade students, grounded in the principles of visual arts, which can enhance engagement and understanding.To achieve this goal, a qualitative meta-synthesis approach was employed, allowing for a comprehensive understanding of the existing literature on the topic. Data were collected using a qualitative design based on synthesis research, following the structured seven-step approach outlined by Sandelowski and Barroso (2007). The statistical population for this study included both domestic and international research conducted from 2013 to 2023. A systematic search was performed using relevant keywords, and studies were selected through purposeful sampling based on established acceptance and rejection criteria. Ultimately, 38 articles were chosen for analysis, employing a three-stage coding method consisting of open, axial, and selective coding. The findings revealed that several components are crucial in the interdisciplinary integrated teaching of fraction word problems, particularly when incorporating visual arts principles. Key components such as conceptual knowledge, drawing, modeling, and the part-whole structure emerged as common and foundational elements. By creating practical opportunities for integrated teaching, these components can foster deep and sustainable learning experiences that are relevant to students' real lives. Ultimately, such an approach has the potential to significantly enhance students' understanding and problem-solving skills in mathematics, making the learning process more engaging and effective for young learners.
Keywords
- fraction education
- fraction word problems
- fundamentals of visual arts
- integrated teaching
- elementary education
Main Subjects
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