分数の学習前における子どものインフォーマルな知識の発達

概要

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The present study was designed to analyze a development of informal knowledge of fractions which children acquired through everyday life. 5-year-old children, first graders and second graders were: given both the division and the partitioning problems. Correct percentages of the partitioning and the division problems were very high. In the partitioning problems two main strategies were found. The first was a unit strategy, in which children partitioned each whole into parts designated in the problem. The second was a large unit strategy , in which children partitioned the whole as 1 to each person and did the remaining objects according to the number of person. 5-year-old children used a unit strategy more than a large unit strategy, but first graders and second graders depended on a large unit strategy more than a unit strategy. These results were discussed in terms of a development of informal knowledge of fractions.
九州保健福祉大学の論文
2003-03-25