本篇留学生作业代写-学生的计算能力讲了在一个学生被问到的问题中，8个孩子平均分享两个派，学生被要求回答每个孩子得到多少派。这个问题对学生来说会更简单如果学生被问到给了4个孩子一个派，每个孩子得到派的多少比例。通过假设一个简单分数的展开形式，这个问题变得稍微复杂了一点，但是这个学生遇到了一个将问题简化为简单答案的问题。孩子做了四个象限来理解四分之一，并回答每个孩子得到四分之一的四分之一的饼。本篇留学生作业代写文章由澳洲第一论文 Assignment First辅导网整理，供大家参考阅读。
Misconception with respect to equality of shapes-Additive reasoning
Articulation and Intuitive Misconceptions
In a question that student is asked, 8 children share two pies equally and student was asked to answer how much pies each child gets. The question would have been simpler for student if student was asked that 4 children were given a pie, how much fraction of the pie each child gets. The question is made only slightly complex by assuming an expanded situation of the simple fraction, but the student had a problem reducing the problem to the simple answer. The child made quadrants in order to understand quarters and answer that each child gets one quarter 1/4 of a pie. Initially, the student is not able to articulate the answer clearly and kept referring to the pie as a piece. It could be said that student’s intuitive and whole number knowledge were getting in the way. In understanding whole numbers division of something into four parts, it is considered the most basic. It is the most basic fraction and student gets that easily. Intuitively, when two pieces of pie are introduced with eight children, student is able to get the answer easily. She knows that they will all get an equal piece, but she is not able to articulate the fraction clearly. This is less of a misconception, and more of a problem with articulating and representing the answer. It is presented in the research work that fractions are complex because of the different representational notations in fraction. This is a sound example of how the issue should have been addressed.
Similar situations where student had to seek additional working on the problem in the form of drawing and more were observed. Here again student seems to confuse a little on their normal numerical reasoning, their intuitive understanding of the problem and the solution and the ways to articulate it correctly. For instance, student was given a subtraction problem. Firstly, the student mentioned that it was difficult for her to comprehend the problem, then the student mentioned that in order to handle the problem, she wanted to draw it out pictorially. Student did not understand how to minus the fractions and had to draw it out pictorially in order to complete it. In the pictorial representation, student once again makes some intuitive choices as to why she divides quadrants in the way she does to solve the problem. A similar form of tendency towards intuition and misconceptions and problems of articulation is seen in the traffic lights questions. Intuitive reasoning for the student could draw from real life observations. It can get added on how student makes use of mathematics in other situations, such as normal arithmetic’s etc. This use of math might make the student follow a pattern of reasoning which over time makes student believe that the way they represent things is right. Instructor has to handle intituled reasoning and numeric reasoning issues and has to teach the student to handle fractions in a better way.
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