The Quantitative Meaning of Fractions for Mexican Sixth-Grade Students

This study consisted in the application of questionnaires to 297 sixth-grade students from 13 different elementary schools in Mexico. Pupils were asked to identify the quantity represented by common fractions (e.g., 1/2, 1/4, 1/3, 3/4). Findings suggest that many students are finishing elementary sc...

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Hlavní autoři: Cortina Morfín, José Luis, Cardoso Moreno, Ericka Renata, Zúñiga Gaspar, Claudia
Médium: Online
Jazyk:spa
Vydáno: REDIE es una publicación del Instituto de Investigación y Desarrollo Educativo (IIDE). 2012
On-line přístup:https://redie.uabc.mx/index.php/redie/article/view/297
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Shrnutí:This study consisted in the application of questionnaires to 297 sixth-grade students from 13 different elementary schools in Mexico. Pupils were asked to identify the quantity represented by common fractions (e.g., 1/2, 1/4, 1/3, 3/4). Findings suggest that many students are finishing elementary school in Mexico with a very limited understanding of fractions. Some seem not to have developed basic quantitative concepts that would allow them to readily and correctly recognize the quantitative meaning of the most common fractions, including “1/2”. We explain the implications of such findings for students’ future mathematical development.