Exploring Fraction Comparison in School Children [Konferenzbericht] Paper presented at the Joint Meeting of the International Group for the Psychology of Mathematics Education (PME) (38th) and the North American Chapter of the Psychology of Mathematics Education (PME-NA) (36th, Vancouver, Canada, Jul 15-20, 2014).

Autor/inn/en	Gómez, David M.; Jiménez, Abelino; Bobadilla, Roberto; Reyes, Cristián; Dartnell, Pablo
Titel	Exploring Fraction Comparison in School Children [Konferenzbericht] Paper presented at the Joint Meeting of the International Group for the Psychology of Mathematics Education (PME) (38th) and the North American Chapter of the Psychology of Mathematics Education (PME-NA) (36th, Vancouver, Canada, Jul 15-20, 2014).
Quelle	(2014), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Fractions; Mathematics Instruction; Grade 5; Grade 6; Grade 7; Error Patterns; Foreign Countries; Mathematics Skills; Bias; Numbers; Mathematical Concepts; Mathematical Logic; Chile (Santiago) + Suchen Sie Ihr Suchwort? Bruchrechnung; Mathematics lessons; Mathematikunterricht; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; Fehlertyp; Ausland; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Zahlenraum; Mathematical logics; Mathematische Logik
Abstract	The application to rational numbers of the procedures and intuitions proper of natural numbers is known as Natural Number Bias. Research on the cognitive foundations of this bias suggests that it stems not from a lack of understanding of rational numbers, but from the way the human mind represents them. In this work, we presented a fraction comparison questionnaire to 502 school children from 5th to 7th grade to investigate if the Natural Number Bias succeeds in explaining their error patterns. About 25% of children responded in a way perfectly consistent with the Bias, but good students committed many errors in items that the Bias predicts to be easy. We propose an explanation based on comparison strategies and wrong generalizations of a common remark used for teaching fraction magnitude. [For the complete proceedings, see ED597799.] (As Provided).
Anmerkungen	North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01