The Quantitative Meaning of Fractions for Mexican Sixth-Grade Students

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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Huvudupphovsmän: Cortina Morfín, José Luis, Cardoso Moreno, Ericka Renata, Zúñiga Gaspar, Claudia
Materialtyp: Online
Språk:spa
Publicerad: REDIE es una publicación del Instituto de Investigación y Desarrollo Educativo (IIDE). 2012
Länkar:https://redie.uabc.mx/index.php/redie/article/view/297
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spelling redie-article-2972017-04-19T01:03:36Z The Quantitative Meaning of Fractions for Mexican Sixth-Grade Students El significado cuantitativo que tienen las fracciones para estudiantes mexicanos de 6o. de primaria Cortina Morfín, José Luis Cardoso Moreno, Ericka Renata Zúñiga Gaspar, Claudia Mathematics education elementary school fractions. Matemáticas educación primaria fracciones. 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. Se reporta un estudio que consistió en aplicar 297 cuestionarios a alumnos de sexto grado de 13 escuelas primarias. Se pidió identificar la cantidad expresada por diferentes fracciones comunes (ej. 1/2, 1/4, 1/3, 3/4). Los resultados sugieren que muchos niños están terminando la primaria en México con una comprensión muy limitada del concepto de fracción. Algunos no parecen haber desarrollado nociones cuantitativas básicas que les permitan interpretar de forma inmediata y correcta el significado de las notaciones fraccionarias más comunes, incluyendo “1/2”. En el artículo se explican las implicaciones que podría tener esto para el desarrollo matemático futuro de los estudiantes. REDIE es una publicación del Instituto de Investigación y Desarrollo Educativo (IIDE). 2012-05-01 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion text/html application/pdf https://redie.uabc.mx/index.php/redie/article/view/297 Revista Electrónica de Investigación Educativa; Vol. 14 No. 1 (2012) Revista Electrónica de Investigación Educativa; Vol. 14 Núm. 1 (2012) 1607-4041 spa https://redie.uabc.mx/index.php/redie/article/view/297/683 https://redie.uabc.mx/index.php/redie/article/view/297/460 Derechos de autor 2019 Revista Electrónica de Investigación Educativa
institution REDIE
collection OJS
language spa
format Online
author Cortina Morfín, José Luis
Cardoso Moreno, Ericka Renata
Zúñiga Gaspar, Claudia
spellingShingle Cortina Morfín, José Luis
Cardoso Moreno, Ericka Renata
Zúñiga Gaspar, Claudia
The Quantitative Meaning of Fractions for Mexican Sixth-Grade Students
author_facet Cortina Morfín, José Luis
Cardoso Moreno, Ericka Renata
Zúñiga Gaspar, Claudia
author_sort Cortina Morfín, José Luis
title The Quantitative Meaning of Fractions for Mexican Sixth-Grade Students
title_short The Quantitative Meaning of Fractions for Mexican Sixth-Grade Students
title_full The Quantitative Meaning of Fractions for Mexican Sixth-Grade Students
title_fullStr The Quantitative Meaning of Fractions for Mexican Sixth-Grade Students
title_full_unstemmed The Quantitative Meaning of Fractions for Mexican Sixth-Grade Students
title_sort quantitative meaning of fractions for mexican sixth-grade students
description 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.
publisher REDIE es una publicación del Instituto de Investigación y Desarrollo Educativo (IIDE).
publishDate 2012
url https://redie.uabc.mx/index.php/redie/article/view/297
_version_ 1715723529917300736

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