Unit:
Διαπανεπιστημιακό ΠΜΣ Διδακτική και Μεθοδολογία των ΜαθηματικώνLibrary of the School of Science
Author:
Kωνσταντινίδου Φωτεινή
Supervisors info:
Θεοδόσιος Ζαχαριάδης Καθηγητής (Επιβλέπων), Ξένια Βαμβακούση Λέκτορας, Δέσποινα Πόταρη Αναπλ. Καθηγήτρια
Original Title:
Διδασκαλία κλασμάτων στο δημοτικό: μελέτη περίπτωσης στις τάξεις ε' και στ'
Translated title:
Teaching fractions in primary school: an empirical study at fifth and sixth grades
Summary:
Understanding fractions is one of the most important skills which enhance
mathematical thinking. However, it is considered to be a difficult mathematical
concept and a large number of students fail to achieve. Therefore, research
community focused primarily of the way students learn fractions and the
difficulties they face. Later, there was an emphasis on teaching methods of
fractions and teachers’ pedagogical knowledge of fractions since. The present
study investigates the wayfractions are being taught in Greek schools and the
teaching emphasis that is given on one of two types of mathematical knowledge
(conceptual and procedural knowledge). The results indicate that teaching
focuses mainly on procedural knowledge of fractions, and illustrate students’
lack of conceptual knowledge of fractions.
Keywords:
Fractions, Education, Conceptual knowledge, Procedural knowledge, Paidagogical knowledge
