The Development of Mathematical Problem-Solving Ability on Addition, Subtraction, Multiplication, and Division of Fractions for Grade 5 Students Using Open Approach with Mathematical Representation
Keywords:
Open Approach, Mathematical Representation, Mathematical Problem-Solving AbilityAbstract
This research aims to 1) develop the mathematical problem-solving abilities of Grade 5 students on addition, subtraction, multiplication, and division of fractions using the open approach with mathematical representation, compared to a criterion of 70% and 2) explore the characteristics of mathematical representations using the open approach with mathematical representation. The target group consisted of 22 Grade 5 students from Khambongpittayakom School. The research instruments included lesson plans, a mathematics ability test, a camera, a video recorder, and a post-learning reflection record. Data were analyzed using basic statistical methods, including percentages, means, and standard deviations.
The research findings revealed that (1) The development of Grade 5 students’ ability to solve mathematical problems related to the addition, subtraction, multiplication, and division of fractions through the open approach with mathematical representations resulted in an average score of 73.75%, exceeding the criterion of 70%. (2) Students demonstrated the ability to represent mathematical problems involving fractions as follows: (2.1) For addition and subtraction of fractions, students used rectangular block diagrams to represent the problem given in the question. (2.2) For multiplication and division of fractions, students used circular diagrams to represent the problem given in the question.
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