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Titolo:
CHILDRENS UNDERSTANDING OF SUCCESSIVE DIVISIONS IN DIFFERENT CONTEXTS
Autore:
STERN E; MEVARECH ZR;
Indirizzi:
UNIV LEIPZIG,KARL HEINE STR 22B D-04229 LEIPZIG GERMANY BAR ILAN UNIV,SCH EDUC RAMAT GAN ISRAEL
Titolo Testata:
Journal of experimental child psychology
fascicolo: 2, volume: 61, anno: 1996,
pagine: 153 - 172
SICI:
0022-0965(1996)61:2<153:CUOSDI>2.0.ZU;2-N
Fonte:
ISI
Lingua:
ENG
Soggetto:
WORD-PROBLEMS; MATHEMATICS;
Tipo documento:
Article
Natura:
Periodico
Settore Disciplinare:
Physical, Chemical & Earth Sciences
Physical, Chemical & Earth Sciences
Citazioni:
22
Recensione:
Indirizzi per estratti:
Citazione:
E. Stern e Z.R. Mevarech, "CHILDRENS UNDERSTANDING OF SUCCESSIVE DIVISIONS IN DIFFERENT CONTEXTS", Journal of experimental child psychology, 61(2), 1996, pp. 153-172

Abstract

To meet the demands of high-school mathematics, one must understand that mathematical symbols, beyond being used to represent events and situations of the external world (signifier function), are also meaningful by themselves (signified function), In four experiments it was investigated under which conditions and al which age level elementary-school children (grades 4-6) would become aware of this conflict between practical and theoretical considerations in mathematics. To encourage children to mention this conflict, they were presented with mathematical story problems describing familiar situations. These situations wereconstructed so that they would adhere to abstract mathematical concepts of infinite divisions and limit because they required successive divisions of quantities. Solving these problems resulted in a conflict between practical and mathematical considerations, Results indicated that students from grades 4 and 5 did not mention this conflict because either they neglected the mathematical perspective of the problems or their mathematical solution was based on severe misconceptions regarding rational numbers. Only in grade 6 had most subjects overcome these misconceptions, About 30% of these subjects mentioned the conflict between practical requirement and mathematical principles. (C) 1996 Academic Press, Inc.

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Documento generato il 19/01/20 alle ore 20:36:05