Cognitive change of fraction concepts in third graders : Analysis from the view of operational schema
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概要
- 論文の詳細を見る
The complexity of learning fractions on pupils' side has been underestimated. This has caused the traditional approach of teaching fractions to change into a more rigid and rule-oriented instruction. Thus, the teaching of fractions has become even more troublesome and complicated. We pay special attention to the fraction concepts that are taught preceding the teaching of fractions and the concepts that produce fractions. They are schematized based on two aspects: the different meanings of multiplication and Vergnaud's relational calculus on the additive structure. Consequently, we have formed three kinds of operational schema for the concepts. One of them is very useful for the analysis of the research tests and the classroom discussion in the third graders of Japan about the change of fraction concepts.
- 日本教科教育学会の論文
著者
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Iwasaki Hideki
Graduate School for International Development and Cooperation, Hiroshima University
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Iwasaki Hideki
Graduate School For International Development And Cooperation Hiroshima University
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Iwasaki Hideki
Graduate School Of International Development And Cooperation At Hiroshima University
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Hashimoto Masatsugu
Yasuda Women's University
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Hashimoto Masatsugu
Yasuda Women's University
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- Development of mathematics education in Japan from Meiji era to present time : focusing on the change of realism and academism
- Cognitive change of fraction concepts in third graders : Analysis from the view of operational schema
- The Incorporation of Generalization in Teaching Units