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Article de revue:
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ID no. (ISBN etc.): 0013-1954
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Clé de citation BibTeX: Okazaki2005
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Okazaki, M., & Koyama, M. (2005). Characteristics of 5th graders' logical development through learning division with decimals. Educational Studies in Mathematics, 60(2), p. p217.
Ajoutée par: Sterenn Audo 2007-12-17 14:20:32 Dernièrement modifiée par: Sterenn Audo 2007-12-21 13:28:14
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Catégories: COEFF, Division, Full text
Descripteurs: Grade 5; Misconceptions; Mathematics Instruction; Arithmetic; Mathematical Logic; Logical Thinking; Thinking Skills; Numbers; Mathematics Education; Learning Strategies; Teaching Methods; Cognitive Development
Auteurs: Koyama, Okazaki
Collection: Educational Studies in Mathematics
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Nombre de vues: 308
Popularité: 27.92%
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Résumé
When we consider the gap between mathematics at elementary and secondary levels, and given the logical nature of mathematics at the latter level, it can be seen as important that the aspects of children's logical development in the upper grades in elementary school be clarified. In this study we focus on the teaching and learning of "division with decimals" in a 5th grade classroom, because it is well known to be difficult for children to understand the meaning of division with decimals, caused by certain conceptions which children have implicitly or explicitly. In this paper we discuss how children develop their logical reasoning beyond such difficulties/misconceptions in the process of making sense of division with decimals in the classroom setting. We then suggest that children's explanations based on two kinds of reversibility (inversion and reciprocity) are effective in overcoming the difficulties/misconceptions related to division with decimals, and that they enable children to conceive multiplication and division as a system of operations.
Ajoutée par: Sterenn Audo Dernièrement modifiée par: Sterenn Audo
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Idées
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