Article de revue: ID no. (ISBN etc.):  0022-0671 Clé de citation BibTeX:  Sharp2002
Sharp, J., & Adams, B. (2002). Children's constructions of knowledge for fraction division after solving realistic problems. Journal of Educational Research, 95(6), pp. 333–347.
Ajoutée par: Sterenn Audo 2008-02-19 15:15:31    Dernièrement modifiée par: Sterenn Audo 2008-02-19 15:17:50 		 B  
Catégories: Apprentissage mathématiques, Division, Full text, Résolution de problèmes arithmétiques
Descripteurs: Constructivism (Learning); Division; Elementary Education; Elementary School Mathematics; Fractions; Problem Solving, Knowledge Development
Auteurs: Adams, Sharp
Collection: Journal of Educational Research

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Popularité:  30.75%
 
Résumé
Examined the thinking of students who constructed personal knowledge about division of fractions. Mixed-ability fifth grade mathematics students used pictures, symbols, and words to resolve situations and communicate solutions. All strategies that the students used represented some manifestation of conceptual knowledge about addition and subtraction of fractions and a definition of division. Some students developed formal symbolic procedures, and others developed pictorial procedures. (SM)
Ajoutée par: Sterenn Audo    Dernièrement modifiée par: Sterenn Audo

 
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