A Cognitive Gap Between Formal Arithmetic And Visual Representation In Fractional Operations

The purpose of this study was to investigate the achievement of fourth grade students on fractions via formal arithmetics and visual representational point of view, according to gender and to obtain the relationship between formal arithmetics and visual representation of fractional operations. According to findings, it was observed that boy students were more successful in formal arithmetical view of fractions whereas there was no meaningful difference in girl students ’ success in fractions from formal arithmetical and visual representational point of view. According to this investigation, it was found that, there was a cognitive deficiency between formal arithmetics and visual representation on fractions. It was seen that, the success level of boy students and girl students is extremely low in fractions, and there is no meaningful difference between their success levels