Unit:
Διαπανεπιστημιακό ΠΜΣ Διδακτική και Μεθοδολογία των ΜαθηματικώνLibrary of the School of Science
Supervisors info:
Αναπλ. Καθηγήτρια ΕΚΠΑ Δ.Πόταρη (επιβλέπουσα), Λέκτορας Πανεπιστημίου Ιωαννίνων Ξ. Βαμβακούση, Επικ. Καθηγητής ΕΚΠΑ Π. Σπύρου
Original Title:
Εννοιολογικές και διαδικαστικές στρατηγικές σε έργα για τους ρητούς και η σχέση τους με τις προσεγγίσεις των μαθητών στη μελέτη των μαθηματικών
Summary:
In the present study we examined the ninth graders’ procedural and conceptual
components of their rational number sense and the kind of study method they
adopt in mathematics in relation to their rational number sense development.
The findings showed that there are individual differences in the way that
students combine the procedural and conceptual knowledge for rational numbers.
There are students who belong to extremely different profiles
(procedural/conceptual): students that use only procedural or conceptual
strategies in rational number sense tasks. Additionally, the differences in
the level of rational number sense development are connected to differences in
the way that students approach the study of mathematics (deep/surface
approach) which are indicative of their different beliefs about mathematics and
its learning.
Keywords:
Rational number sense, Procedural-conceptual knowledge, Procedural-conceptual strategies, Deep-surface approach in study, Beliefs
