Early Developmental Trajectories toward Concepts of Rational Numbers

Autor/inn/en	Kainulainen, Mikko; McMullen, Jake; Lehtinen, Erno
Titel	Early Developmental Trajectories toward Concepts of Rational Numbers
Quelle	In: Cognition and Instruction, 35 (2017) 1, S.4-19 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0737-0008
DOI	10.1080/07370008.2016.1251287
Schlagwörter	Numbers; Foreign Countries; Grade 3; Grade 4; Grade 5; Arithmetic; Fractions; Number Concepts; Statistical Analysis; Mathematical Concepts; Mathematics Education; Grade 6; Maximum Likelihood Statistics; Finland + Suchen Sie Ihr Suchwort? Zahlenraum; Ausland; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Bruchrechnung; Number concept; Zahlbegriff; Statistische Analyse; Mathematische Bildung; School year 06; 6. Schuljahr; Schuljahr 06; Finnland
Abstract	Difficulties with rational numbers have been explained by a natural number bias, where concepts of natural numbers are inappropriately applied to rational numbers. Overcoming this difficulty may require a radical restructuring of previous knowledge. In order to capture this development, we examined third- to fifth-grade students' understanding of the size of rational numbers across a 1-year period. On three occasions, students answered a test about the size of decimals and fractions. Latent transition analysis allowed profiling five different rational number size concepts and mapping students' developmental trajectories during the early learning of this topic. Development from natural number-based reasoning to mathematically correct understanding was almost nonexistent during this time period. Instead, students appear to move through intermediary concepts. Locating these temporary and mediating number concepts supports the idea of a slow and gradually developing conceptual change in rational numbers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01