Unit:
Κατεύθυνση Διδακτική των ΜαθηματικώνLibrary of the School of Education
Supervisors info:
ΑΝΔΡΟΝΙΚΗ ΜΠΟΥΦΗ, ΚΑΘΗΓΗΤΡΙΑ, ΠΑΙΔΑΓΩΓΙΚΟ ΤΜΗΜΑ ΔΗΜΟΤΙΚΗΣ ΕΚΠΑΙΔΕΥΣΗΣ, ΕΚΠΑ
Original Title:
Η στήριξη μιας αρχικής κατανόησης της ισοδυναμίας των κλασμάτων
Translated title:
The support of an initial uderstanding of the equivalence of fractions
Summary:
This postgraduate thesis is an attempt to study and theoretically record the way of supporting an initial understanding of the equivalence of fractions in the elementary school by the pupils before they are introduced to formal school material. Its purpose is to answer the question "How can we help (support) the student's thinking for an initial understanding of the equivalence of the fractions." The methodology followed is a theoretical record of this mathematical idea through the study of various surveys.
Based on the analysis of the data from this theoretical approach it has been found that students have difficulties in understanding the equivalent fractions, and the explanations of the researchers for the reasons of their difficulties are different. Alternative approaches proposed may be an appropriate way of preventing these difficulties, which are particularly intensive within the school context, as highlighted in the thesis.
The aforementioned results make us think and highlight the need of the appropriate support of the teaching of equivalence of fractions with some different approaches than those followed at school.
Main subject category:
Education
Keywords:
fractions, equivalence, understanding, functional, approaches
File:
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ΔΙΠΛΩΜΑΤΙΚΗ-ΣΑΚΕΛΛΑΡΗ-ΜΑΡΙΑ.pdf
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