Κατεύθυνση Εφαρμοσμένη Ψυχολογία στην Εκπαίδευση
Library of the School of Education

2019-03-01

2019

Athinaiou Eleni

Γαλανάκη Ευαγγελία, Καθηγήτρια, Παιδαγωγικό Τμήμα Δημοτικής Εκπαίδευσης, ΕΚΠΑ
Σιδερίδης Γεώργιος, Καθηγητής, Παιδαγωγικό Τμήμα Δημοτικής Εκπαίδευσης, ΕΚΠΑ
Αντωνίου Φαίη, Επίκουρη Καθηγήτρια, ΦΠΨ, ΕΚΠΑ

Η επίδραση της μαθηματικής επίδοσης στην εννοιολογική και διαδικαστική γνώση κλασμάτων μαθητών Ε΄και Στ΄δημοτικού με και χωρίς μαθησιακές δυσκολίες

Greek

The impact of mathematical performance on the conceptual and procedural fraction knowledge of 5th and 6th graders with and without learning difficulties

Although the significance of efficient fractions manipulation has been underlined by many researchers, the mathematical skills required for this purpose have not been detected yet. The attempts made so far have mainly focused on findings regarding conceptual and procedural fractional knowledge and the relation between fractions and difficulties in Mathematics and in reading. The present study aims to investigate the mathematical skills required by primary school pupils in the 5th and 6th grade to manage fractions sufficiently, as well as explore if pupils’ performance, whether they face learning difficulties or not in Mathematics and in reading, impacts on their fractional knowledge. The participants for this study were pupils at 11.1 years of school age on average, attending state primary schools in Evia. Four tools were employed. The first one was the MathPro Test, which assessed the participants’ mathematical skills focusing on Core Number, Memory, Visual-spatial ability and Reasoning. The second one was a test assessing the total, conceptual and procedural fractional knowledge. The third was a reading ability test and the fourth was a questionnaire administered to the teachers in order for them to evaluate the pupils’ performance in Mathematics and reading. The results showed that the mathematical skills which are related to the Visual-spatial domain and the Reasoning domain can predict performance in the aforementioned three types of fractional knowledge. Finally, statistically significant findings indicate that pupil performance in both Mathematics and reading can affect their conceptual and procedural fractional knowledge in this study.

Mathematics

fractions, conceptual knowledge, procedural knowledge, mathematical skills, Dyscalculia, reading ability

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https://pergamos.lib.uoa.gr/uoa/dl/object/2864621