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논문 기본 정보
- 자료유형
- 학술저널
- 저자정보
- 발행연도
- 2019.12
- 수록면
- 283 - 304 (22page)
- DOI
- http://doi.org/10.7468/jksmed.2019.22.4.283
이용수
초록· 키워드
오류제보하기
This paper investigates what informal knowledge and strategies fifth-grade students brought to a classroom and how much they had potential to solve fraction division story problems. The findings show that most of the participants were engaged to understand the meaning of fraction division prior to their formal instruction at school. In order to solve the story problems, the informal knowledge related to fractions as well as division was actively utilized in student’s strategies and justification. Students also used various informal strategies from mental calculation, direct modeling, to relational thinking. Formal instructions about fraction division at schools can be facilitated for sense-making of this complex fraction division conception by unpacking informal knowledge and thinking they might bring to the classrooms.
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참고문헌 (36)
참고문헌 신청
Baroody, A. J. / 1998 / Fostering children's mathematical power : An investigative approach to K-8 mathematics instruction / Lawrence Erlbaum Associates
Borko, H. / 1992 / Learning to teach hard mathematics : Do novice teachers and their instructors give up too easily / Journal for Research in Mathematics Education 23:194~222
Bulgar, S. / 2003 / Children’s sense-making of division of fractions / The Journal of Mathematical Behavior 22(3):319~334
Carpenter, T. P. / 2015 / Children’s mathematics: Cognitively guided instruction / Heinemann
Corbin, J. / 2008 / Basics of qualitative research / Sage
Borko, H. / 1992 / Learning to teach hard mathematics : Do novice teachers and their instructors give up too easily / Journal for Research in Mathematics Education 23:194~222
Bulgar, S. / 2003 / Children’s sense-making of division of fractions / The Journal of Mathematical Behavior 22(3):319~334
Carpenter, T. P. / 2015 / Children’s mathematics: Cognitively guided instruction / Heinemann
Corbin, J. / 2008 / Basics of qualitative research / Sage
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