This study aims to develop a mathematical principles exploration-based learning that applied connections between concepts and apply it to sixth-graders to assess the improvement in fraction division operation sense. To analyze the changes in internal connections during the lesson, criteria for judging the success of connections were established, and the concepts used in successful responses were identified. A reflection worksheet was developed to assess students’ fraction division operation sense, including it’s meaning, strategy development, algorithm comprehension, and transitioning between representations. After the lesson, attempts at internal connections increased, and the concepts used varied depending on the division context, with some connections made to concepts not yet covered in the curriculum. The lesson also improved students’ understanding of the meaning of operations, algorithm comprehension, and the ability to transition between representations. To enhance curiosity and motivation, formal algorithm should be introduced at the end of the unit. Future research is proposed to utilize properties of equations, compound fractions, ratios, and division of decimals to enhance the understanding of fraction division principles.
Kim et al. (Mon,) studied this question.
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