Unit:
Κατεύθυνση Διδακτική των Μαθηματικών
Author:
Giannakaki Eirini
Supervisors info:
Επιβλέπουσα:Χριστίνα Μισαηλίδου, Λέκτορας, Π.Τ.Δ.Ε., Ε.Κ.Π.Α.
Συνεπιβλέποντες: Αγγελική Βουδούρη, Καθηγήτρια, Π.Τ.Δ.Ε., Ε.Κ.Π.Α.
Γεώργιος Μπαραλής, Αναπληρωτής Καθηγητής, Π.Τ.Δ.Ε., Ε.Κ.Π.Α.
Original Title:
Η κατανόηση της πρόσθεσης και της αφαίρεσης στις πρώτες τάξεις του δημοτικού
Translated title:
The understanding of addition and subtraction at first grades of primary school
Summary:
ABSTRACT
Mathematical concepts have always been of particular importance to man. They are created and built solely by human intellect, producing the construction of basic mathematical concepts for the transition to more complex constructions.
The prosthetic structure constitutes a basic mathematical concept. The development of the concept of prosthetic structure, the basic examples of which are simple addition and subtraction, extends and grows in a large area of mathematics, having a crucial role in building them.
Many times we tend to think that students have structured the concepts of addition and subtraction when they properly perform their algorithms or when they solve their typical applications. However, the construction of the concepts of addition and subtraction is far from performing simple applications and becomes meaningful and evident when the student can understand and discern situations that indicate their involvement.
For this reason, we have decided in this paper to deal with the way of constructing the concepts of addition and abstraction in the first classes of Primary School. Furthermore, reference is made to the additive problems and how they are managed in the classroom.
As far as the empirical investigation of the subject under study is concerned, our research effort aims to determine the extent to which the students completing the 2nd Primary School have understood the concepts of addition and abstraction. The sample of the survey consists of 121 children who completed the 2nd Primary School in the North Aegean region and with the research tool the Mathematical Competence Criteria we created, we investigated: a) the pupils' performance in the various categories of prosthetic problems and their sub-categorization; b) The types of error that prevail by problem category.
The findings of this research find that pupils completing the 2nd Primary School face some difficulties in certain categories of prosthetic problems. In particular, they seem to understand and deal with the ease of the addictive problems of Change and Combination, and they have a particular difficulty in Comparing and Simulating problems. At the same time, the most common type of error they make is "False Practice", revealing an inability to understand the structure of the prosthetic problem.
Keywords:
addition, removal, additive problems, first grades pupils
File:
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(ΔΙΠΛΩΜΑΤΙΚΗ ΕΡΓΑΣΙΑ) (1).pdf
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