Unit:
Κατεύθυνση Διδακτική των ΜαθηματικώνLibrary of the School of Education
Author:
Karalis Periandros-Nikolaos
Supervisors info:
Χριστίνα Μισαηλίδου, Λέκτορας, Διδακτική των Μαθηματικών, Παιδαγωγικού Τμήματος Δημοτικής Εκπαίδευσης, ΕΚΠΑ
Βουδούρη Αγγελική,Καθηγήτρια Παιδαγωγικού Τμήματος Δημοτικής Εκπαίδευσης, ΕΚΠΑ
Μπαραλής Γεώργιος,Αναπληρωτής Καθηγητής Παιδαγωγικού Τμήματος Δημοτικής Εκπαίδευσης,ΕΚΠΑ
Original Title:
"Κατανοώντας τον αλγόριθμο της κάθετης διαίρεσης": Μία διδακτική πρόταση για την Γ΄Δημοτικού
Translated title:
''Understanding the Algorithm of the Vertical Division": A teaching proposal for the third Grade
Summary:
This research is a diploma thesis of the postgraduate program of the Department of Primary School of Athens, titled Didactics of Mathematics. The title of the diploma thesis is ‘‘Understanding the algorithm of Long - Division, a differentiated teaching, the case of the Third Grade’’. The aim of this research is to examine how alternative teaching can bring better learning outcomes. The diploma thesis was in the form of research work, which studied the reactions, perceptions and misunderstandings of the students of the 3rd Grade of the Elementary School during the teaching of the traditional vertical division algorithm and was intended to present their experiences. The research was conducted in two classes of the 3rd Grade, one of which was the control group and the other the experimental group. The research is limited in three phases. In the first part, students were given a pre-test sheet, which aimed to investigate the level of knowledge of the two different classes in the cognitive subjects that were required for the introduction to the new concept, but also to investigate the misunderstandings and misconceptions related to the concept of division. Based on the results of the first phase, the second was planned. Therefore, two differentiated teachings were designed, structured in such a way that the students of the experimental group could fully understand the meaning of the algorithm steps. During the third phase, a post-test sheet was given to the students of the two classes in order to compare and draw conclusions about the acquisition of the new knowledge. The results showed broad consistency with the bibliography as the experimental group scored higher in the post-test compared to the lower average scored in the first phase. The comparison of two different approaches to the teaching process as well as the drawing of conclusions is studied in this research, in order to trigger further research as there is limited bibliography on the teaching of the long - division algorithm but also to propose solutions and changes that will reinforce the teaching subject in general.
Main subject category:
Education
Keywords:
Mathematics in education, teaching proposal, vertical division algorithm, research work, control group,experimental research, experimental group, diagnostic teaching, alternative teachings, use of representations, the role of the teacher.
