[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-588165-105":59,"doc-detail-588165-en":122},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":115,"head_meta":117,"extra_data":119,"updated_unix":121},105,"en","determination-of-5th-grade-students-strategies-in-comparing-fractions-mustafa-erol-abstract","DETERMINATION OF 5TH-GRADE STUDENTS STRATEGIES IN COMPARING FRACTIONS - Mustafa EROL - Abstract","","The study investigates the strategies 5th-grade students use when comparing fractions. A qualitative design is employed with seventy students selected via convenient sampling and given six fraction-comparison questions drawn from mathematics textbooks within 5th-grade scope. Face-to-face interviews are conducted with ten students representing varied strategy use, correct applications, and faulty reasoning. Research credibility is supported through data checks and convergence on similar themes and categories, followed by content analysis to identify prevailing approaches.",{"@graph":69,"@context":114},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/determination-of-5th-grade-students-strategies-in-comparing-fractions-mustafa-erol-abstract/588165/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/determination-of-5th-grade-students-strategies-in-comparing-fractions-mustafa-erol-abstract/588165.png","ImageObject",300,407,{"name":92,"@type":93},"Aditya","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-09","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108],{"name":109,"@type":110,"acceptedAnswer":111},"How were students’ strategies analyzed?","Question",{"text":112,"@type":113},"Collected data were analyzed using content analysis to determine the strategies students used when comparing fractions, after validity and reliability checks were performed.","Answer","https://schema.org",{"og:url":83,"og:type":116,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":118,"canonical":83},"index,follow",{"doc_id":120,"site_id":62},588165,1792706689,{"code":4,"msg":5,"data":123},{"doc_id":120,"user_id":124,"nickname":92,"user_avatar":125,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":126,"file_id":127,"file_url":128,"file_type":129,"file_size":130,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":131,"language":132,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":133,"faqs":134,"seo_title":135,"seo_description":67,"update_tm":136,"read_time":41,"preview_page_count":4},962085564549,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","DETERMINATION OF 5TH-GRADE STUDENTS STRATEGIES IN  \nCOMPARING FRACTIONS  \nMustafa EROL  \nAbstract: The aim of this study is revealing the strategies used by 5th-grade students in comparing fractions. In line with this purpose the study is based on qualitative research. Participants of the study conducted with convenient sampling method are seventy 5th-grade students. The students have been asked six questions which necessitate comparison of fraction pairs, considering the sample questions included in mathematics textbook within the limitations of 5th-grade gains on fractions. In addition, for the purpose of revealing the strategies of students in comparing fractionsin more detail, face-to-face interviews are held with ten students. The students interviewed have been selected from among those who use different strategies, apply the rules and make faulty reasoning. In order to ensure the validity and reliability of the research, research data are checked by another researcher and similar themes and categories to the ones found by the researcher are reached. Collected data are analyzed by using content analysis and the strategies that the students use in comparing fractions are tried to be determined. As a result of the analyses, it is seen that students mostly prefer \"Applying the Rules\" where they use procedural information. It is determined that the number of students who prefer \"Strategy Development and Discovery\" which require conceptual comprehension is less than others. The findings show that consideration of conceptual and procedural comprehension in comparing fractions and not imposing rules on students and ensuring the students reach the rule is important.  \nKey words: Mathematics Teaching, Fractions, Comparison in Fractions  \n1. Introduction  \nIn order for individuals to maintain an effective life in society, they need to perform basic calculations such as counting, addition, and multiplication (Yıldırım, 2014) . At this point, natural numbers as oneof the basic subjects of mathematics play an important role in supplying individuals with basic skills. However, natural numbers remain insufficient to solve some problems in our daily life. For example, natural numbers do not help if we need to distribute 4 apples among 5 children. That is because the answer is 4/5 . Here, we need to do a different mathematical process like fractions. It is possible to count the quantities around you and express them with a natural number. However, some cases (e.g., one and a half kilos of tomato, half a liter of milk) cannot be expressed in natural numbers. The ancient Egyptians thought these centuries ago and found fractional numbers (Baykul, 2014) . Therefore, fractions are a subject that is taught immediately after the natural numbers in the curriculum of the Ministry of National Education. One of the main reasons for this is that we use fractions in our daily life frequently (Bingölbali & Özmantar, 2015) . In order to express fractions, concepts such as division and measurement are required. The main difference between fractions and natural numbers is that while natural numbers respond to the question \"how many\", fractions respond to the question \"how much\" (Doğan-Temur, 2011) . In this direction, it is possible to define the fraction as a common feature of sets consisting of parts of the integral with the same quantity (Altun, 2008) .  \nThe concept of fraction, which refers to the parts of an integral, can be among the difficult concepts to comprehend for children. Despite the difficulty of comprehension, children face with fractional concepts from the early years and develop various schemes related to the subject. Children begin to  \nlearn fractional concepts such as whole, half, and quarter at a very early age, and assign meanings to these concepts as different sizes. In other words, when doing comparisons between the two parts, they use expressions such as big and small about the parts (Nures and Brgant, 2008) . For example, when ","cbCaiiwWhmVP8yZK","https://ap.wps.com/l/cbCaiiwWhmVP8yZK","pdf",340229,12,"English","# Introduction\n## Fractions and number sense\n## Part-whole relationship and common misconceptions\n## Comparative strategies in fraction comparison","[{\"question\":\"How were students’ strategies analyzed?\",\"answer\":\"Collected data were analyzed using content analysis to determine the strategies students used when comparing fractions, after validity and reliability checks were performed.\"}]","DETERMINATION OF 5TH-GRADE STUDENTS STRATEGIES IN COMPARING FRACTIONS - Mustafa EROL - Abstract | PDF",1792064665]