Elementary teachers’ knowledge on fraction multiplication: An anthropological theory of the didactic approach

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Elementary teachers’ knowledge on fraction multiplication: An anthropological theory of the didactic approach. / Putra, Zetra Hainul.

In: Journal of Teaching and Learning in Elementary education, Vol. 2, No. 1, 5, 02.2019, p. 47-52.

Research output: Contribution to journal › Journal article › Research › peer-review

Harvard

Putra, ZH 2019, 'Elementary teachers’ knowledge on fraction multiplication: An anthropological theory of the didactic approach', Journal of Teaching and Learning in Elementary education, vol. 2, no. 1, 5, pp. 47-52. https://doi.org/10.33578/jtlee.v2i1.6964

APA

Putra, Z. H. (2019). Elementary teachers’ knowledge on fraction multiplication: An anthropological theory of the didactic approach. Journal of Teaching and Learning in Elementary education, 2(1), 47-52. [5]. https://doi.org/10.33578/jtlee.v2i1.6964

Vancouver

Putra ZH. Elementary teachers’ knowledge on fraction multiplication: An anthropological theory of the didactic approach. Journal of Teaching and Learning in Elementary education. 2019 Feb;2(1):47-52. 5. https://doi.org/10.33578/jtlee.v2i1.6964

Author

Putra, Zetra Hainul. / Elementary teachers’ knowledge on fraction multiplication: An anthropological theory of the didactic approach. In: Journal of Teaching and Learning in Elementary education. 2019 ; Vol. 2, No. 1. pp. 47-52.

Bibtex

@article{a54bc7e4f297477f8449cc3f5018e6e2,
title = "Elementary teachers{\textquoteright} knowledge on fraction multiplication: An anthropological theory of the didactic approach",
abstract = "This study aims to evaluate Indonesian in-service elementary teachers{\textquoteright} knowledge on fraction by their responses to contextual problems on multiplication of a fraction by a whole number (O1) and multiplication of a fraction by a fraction (O2). Fifty Indonesian in-service elementary teachers from Elementary School for Teacher Education study program, University of Riau, participated in this research in 2015. This research is based on anthropological theory of the didactic (ATD), in particular praxeology, as a framework to analyse the data. The result showed that only 22% of Indonesian in-service elementary teachers have a satisfactory relation to O1 and 64% of them have succeeded on the problems related to O2.",
author = "Putra, {Zetra Hainul}",
year = "2019",
month = feb,
doi = "10.33578/jtlee.v2i1.6964",
language = "English",
volume = "2",
pages = "47--52",
journal = "Journal of Teaching and Learning in Elementary education",
issn = "2622-3023",
number = "1",

}

RIS

TY - JOUR

T1 - Elementary teachers’ knowledge on fraction multiplication: An anthropological theory of the didactic approach

AU - Putra, Zetra Hainul

PY - 2019/2

Y1 - 2019/2

N2 - This study aims to evaluate Indonesian in-service elementary teachers’ knowledge on fraction by their responses to contextual problems on multiplication of a fraction by a whole number (O1) and multiplication of a fraction by a fraction (O2). Fifty Indonesian in-service elementary teachers from Elementary School for Teacher Education study program, University of Riau, participated in this research in 2015. This research is based on anthropological theory of the didactic (ATD), in particular praxeology, as a framework to analyse the data. The result showed that only 22% of Indonesian in-service elementary teachers have a satisfactory relation to O1 and 64% of them have succeeded on the problems related to O2.

AB - This study aims to evaluate Indonesian in-service elementary teachers’ knowledge on fraction by their responses to contextual problems on multiplication of a fraction by a whole number (O1) and multiplication of a fraction by a fraction (O2). Fifty Indonesian in-service elementary teachers from Elementary School for Teacher Education study program, University of Riau, participated in this research in 2015. This research is based on anthropological theory of the didactic (ATD), in particular praxeology, as a framework to analyse the data. The result showed that only 22% of Indonesian in-service elementary teachers have a satisfactory relation to O1 and 64% of them have succeeded on the problems related to O2.

UR - https://ejournal.unri.ac.id/index.php/JTLEE/article/view/6964

U2 - 10.33578/jtlee.v2i1.6964

DO - 10.33578/jtlee.v2i1.6964

M3 - Journal article

VL - 2

SP - 47

EP - 52

JO - Journal of Teaching and Learning in Elementary education

JF - Journal of Teaching and Learning in Elementary education

SN - 2622-3023

IS - 1

M1 - 5

ER -

ID: 215238813