지원사업
학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
커뮤니티
연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
초록· 키워드
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The purpose of the study was to investigate how students understand each operations with whole numbers and fractions, and the relationship between their knowledge of operations with whole numbers and conceptual understanding of operations on fractions. Researchers categorized students’ understanding of operations with whole numbers and fractions based on their semantic structure of these operations, and analyzed the relationship between students' understanding of operations with whole numbers and fractions. As the results, some students who understood multiplications with whole numbers as only situations of "equal groups" did not properly conceptualize multiplications of fractions as they interpreted wrongly multiplying two fractions as adding two fractions. On the other hand, some students who understood multiplications with whole numbers as situations of "multiplicative comparison" appropriately conceptualize multiplications of fractions. They naturally constructed knowledge of fractions as they build on their prior knowledge of whole numbers compared to other students. In the case of division, we found that some students who understood divisions with whole numbers as only situations of "sharing" had difficulty in constructing division knowledge of fractions from previous division knowledge of whole numbers.
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참고문헌 (26)
참고문헌 신청
Amato, S. A. / 2005 / Developing students' understanding of the concept of fractions as numbers / Proceedings 29th Conference of the International Group for the Psychology of Mathe
Barmby, P. / 2009 / The array representation and primary children's understanding and reasoning in multiplication / Educational Studies in Mathematics 70 : 217 ~ 241
Behr, M. J. / 1984 / Order and equivalence of rational numbers / Journal for Research in Mathematics Education 15 : 323 ~ 341
Biddlecomb, B. D. / 2002 / Numerical knowledge as enabling and constraining fraction knowledge : an example of the reorganization hypothesis / Journal of Mathematics Behavior
Carraher, D. W. / 1993 / Building rational number concepts upon students' prior understanding / Paper presented at the International Conference on Rational Number Learning
Barmby, P. / 2009 / The array representation and primary children's understanding and reasoning in multiplication / Educational Studies in Mathematics 70 : 217 ~ 241
Behr, M. J. / 1984 / Order and equivalence of rational numbers / Journal for Research in Mathematics Education 15 : 323 ~ 341
Biddlecomb, B. D. / 2002 / Numerical knowledge as enabling and constraining fraction knowledge : an example of the reorganization hypothesis / Journal of Mathematics Behavior
Carraher, D. W. / 1993 / Building rational number concepts upon students' prior understanding / Paper presented at the International Conference on Rational Number Learning
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