Ganiyeva Dilrabo Aliyevna

Аннотация

INTRODUCTION fractions would have a knock-on effect with The research studies the children's understanding percentage and decimal as these are all related of the whole and fractional parts of numbers. It is ideas. It has been suggested that "decimals and essential to understand this as fractions have "been percentages are better understood by pupils who variously described as both the cornerstone of have a sound conceptual knowledge of fractions" algebra as well as the despair of the nation" (Kieren (Cockcroft 1982). Number is also a fundamental 1993). Indeed, there is considerable evidence to element of mathematics; Morris (1997) argues that suggest that many children experience difficulties since the 1960s, it is generally agreed that the in understanding fractions (Kieren 1976, Steffe understanding of number is a key goal of primary 1992). Studies have highlighted the gap between mathematics. Understanding the relationships the formal teaching of fractions and children's between whole numbers, fraction and percentage understanding of them, suggesting that for many would fall under this category, thus this study is children, the teaching does not "make sense" (Behr something which could be considered to be et al 1992, Post et al 1985). The view that children fundamentally important in children's learning of must learn about fractions as a number has been mathematics. articulated as there being "no topic in elementary school mathematics where it is more important for Literature Analysis the teacher to understand the nature of children's Summary and comparison of integers The authors ways of thinking" (Sowder 1992). It can be of Realms 1 introduce integers as a means of assumed that a difficulty in understanding writing numbers as positive or negative without https://www.theamericanjournals.com/index.php/tajas 16 THE USA JOURNALS THE AMERICAN JOURNAL OF APPLIED SCIENCES (ISSN – 2689-0992) VOLUME 06 ISSUE03 the use of fractions. The authors define integers into a part-whole diagram. and identify a base number, 0, and the properties of RESULTS AND CONCLUSIONS order and absolute value. This information can be useful in later grades and introduces concepts that We recognise that despite the numerous examples may be foreign to many younger students. The given, the data is too small to enable any definitive authors of Connected Mathematics provide a basic conclusions to be drawn. However, we wish to definition of integers, emphasizing the use of make some comments on the structure of pupils' negative numbers for temperatures. The errors and misconceptions on this topic, based on discussion continues with identifying opposites both the examples discussed and our own wider and comparing numbers. The authors conclude experience. Central to the nature of errors in this with a lesson on adding and subtracting integers. topic is the confusion between fractions and The CMP2 definition is more informal, but the multiplicative arithmetic, and the relative values. authors provide an example of using a number line. Often one form of representation will be used when Both books identify the importance of the other is more appropriate - e.g. 7/2 instead of 3 understanding the meaning of operations and the 1/2 as a final answer. It is also common to see an necessity to practice. In conclusion of these two incorrect uncancelled simplification, as in example sections, it is noted that both texts provide a 13. There is ample evidence to suggest that many thorough introduction to integers and their pupils do not have a firm enough understanding of operations. the decimal system. Thus are likely to resort to a fractional representation of a simple division