九年级学生对分数概念的理解:分数、分子和分母相等

IF 0.3 Q4 EDUCATION, SCIENTIFIC DISCIPLINES
Methuseli Moyo, F. Machaba
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引用次数: 4

摘要

我们对索韦托一所学校九年级的学生进行了研究,以探索学生对该级别学校所需应用程序中使用的基本分数概念的理解。这项研究基于建构主义理论,旨在了解学习者从整数到有理数的转变是否使他们能够处理更复杂的分数概念。采用了定性案例研究方法。对40名学习者进行了测试。根据他们的书面回答,有目的地选择了八名学习者进行面试。研究结果表明,学习者对分数的定义既不完整也不准确。特别相关的是与包括分数元素的等价分数概念有关的挑战,即有理数阶段的分子和分母。这些理解上的差距可能起源于学校教育的早期阶段,当时学习者在后期的具体学习阶段首次将分数概念化。因此,我们建议在归纳指导学习者构建算法并过渡到9年级所需的更抽象的分数应用程序之前,使用物理操纵器进行发展干预,以促进对分数的理解。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Grade 9 learners’ understanding of fraction concepts: Equality of fractions, numerator and denominator
Our research with Grade 9 learners at a school in Soweto was conducted to explore learners’ understanding of fundamental fraction concepts used in applications required at that level of schooling. The study was based on the theory of constructivism in a bid to understand whether learners’ transition from whole numbers to rational numbers enabled them to deal with the more complex concept of fractions. A qualitative case study approach was followed. A test was administered to 40 learners. Based on their written responses, eight learners were purposefully selected for an interview. The findings revealed that learners’ definitions of fraction were neither complete nor precise. Particularly pertinent were challenges related to the concept of equivalent fractions that include fraction elements, namely the numerator and denominator in the phase of rational number. These gaps in understanding may have originated in the early stages of schooling when learners first conceptualised fractions during the late concrete learning phase. For this reason, we suggest a developmental intervention using physical manipulatives to promote understanding of fractions before inductively guiding learners to construct algorithms and transition to the more abstract applications of fractions required in Grade 9.
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来源期刊
Pythagoras
Pythagoras EDUCATION, SCIENTIFIC DISCIPLINES-
CiteScore
1.50
自引率
16.70%
发文量
12
审稿时长
20 weeks
期刊介绍: Pythagoras is a scholarly research journal that provides a forum for the presentation and critical discussion of current research and developments in mathematics education at both national and international level. Pythagoras publishes articles that significantly contribute to our understanding of mathematics teaching, learning and curriculum studies, including reports of research (experiments, case studies, surveys, philosophical and historical studies, etc.), critical analyses of school mathematics curricular and teacher development initiatives, literature reviews, theoretical analyses, exposition of mathematical thinking (mathematical practices) and commentaries on issues relating to the teaching and learning of mathematics at all levels of education.
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