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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 D04229 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:
 00220965(1996)61:2<153:CUOSDI>2.0.ZU;2N
 Fonte:
 ISI
 Lingua:
 ENG
 Soggetto:
 WORDPROBLEMS; 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. 153172
Abstract
To meet the demands of highschool 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 elementaryschool children (grades 46) 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.
ASDD Area Sistemi Dipartimentali e Documentali, Università di Bologna, Catalogo delle riviste ed altri periodici
Documento generato il 19/01/20 alle ore 20:36:05