Κατεύθυνση Εφαρμοσμένη Ψυχολογία στην Εκπαίδευση
Library of the School of Education

2018-03-15

2018

Kantemnidi Eleni

Γαλανάκη Ευαγγελία, Καθηγήτρια, Παιδαγωγικό Τμήμα Δημοτικής Εκπαίδευσης, Εθνικό και Καποδιστριακό Πανεπιστήμιο Αθηνών
Σιδερίδης Γεώργιος, Αναπληρωτής Καθηγητής, Παιδαγωγικό Τμήμα Δημοτικής Εκπαίδευσης, Εθνικό και Καποδιστριακό Πανεπιστήμιο Αθηνών
Αντωνίου Φωτεινή, Επίκουρη Καθηγήτρια, Τμήμα Φιλοσοφίας, Παιδαγωγικής και Ψυχολογίας, Εθνικό και Καποδιστριακό Πανεπιστήμιο Αθηνών

Διερεύνηση μαθηματικών δεξιοτήτων που απαιτούνται για τη διαχείριση κλασματικών αριθμών μαθητών Ε' και Στ' Δημοτικού με δυσκολίες στα μαθηματικά και την ανάγνωση

Greek

Detection of mathematical skills required to manage fractional numbers of primary school pupils on 5th and 6th grade with difficulties in mathematics and reading

Most resent research on difficulties with fractions has not focused on the skills required to manage them, but focuses mainly on the origins of difficulties, the importance of fraction learning and how students understand their magnitude. Some research has dealt with the conceptual and procedural knowledge of the fractions and their differences, but not with the mathematical skills associated with each type of knowledge. It has also been argued that difficulties in mathematics in general are also associated with difficulties in reading. The aim of this study is to highlight the basic mathematical skills required to manage the fractional numbers of primary school pupils on 5th and 6th grade, as well as to explore the conceptual and procedural knowledge of students with or without difficulties in mathematics or reading. For the purposes of the research, the MathPro Test has been used to evaluate mathematical skills in the areas of number awareness, memory, visual-spatial and reasoning, a fractional test that evaluates conceptual and procedural knowledge, a questionnaire in which the mathematical and reading performance of students is evaluated by the class teacher and a test that evaluates the ability of reading. The results showed that students with math or reading difficulties had statistically significantly lower performance in the fractions as a whole, but also, partial in the procedural and conceptual knowledge of fractions. Skills that seem to predict fractional performance are related to mathematical skills in the areas of number awareness, memory and reasoning. The latter might partly interpret the difficulties faced by students with learning difficulties when managing fractional numbers.

Education

learning difficulties in mathematics, skills, fractions, conceptual knowledge, procedural knowledge, reading ability

No

0

Yes

90

119

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https://pergamos.lib.uoa.gr/uoa/dl/object/2705907