A Visual Approach for Solving Problems with Fractions

Autor/inn/en	Barbosa, Ana; Vale, Isabel
Titel	A Visual Approach for Solving Problems with Fractions
Quelle	In: Education Sciences, 11 (2021), Artikel 727 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Barbosa, Ana)
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2227-7102
Schlagwörter	Problem Solving; Mathematics Instruction; Elementary School Teachers; Fractions; Creativity; Mathematics Skills; Visual Stimuli; Visual Aids; Preservice Teachers; Intervention; Teacher Education Programs; Masters Programs; Units of Study; Mathematical Concepts + Suchen Sie Ihr Suchwort? Problemlösen; Mathematics lessons; Mathematikunterricht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Bruchrechnung; Kreativität; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Anschauungsmaterial; Magister course; Magisterstudiengang; Lerneinheit
Abstract	This article discusses the importance of visual models in problem solving, in the scope of rational numbers. We seek to highlight the potential of this approach, as a structuring theme in the mathematical development of students in elementary education and the connections it allows to establish. In order for students to be mathematically competent and creative, they must be able not only to solve traditional computational problems but also to use models/visual representations when solving all types of mathematical problems, including those in which the visual component is not evident. We developed a qualitative study based on a didactical experience involving 14 future teachers who were attending a Didactics of Mathematics unit course that included a module about problem solving with emphasizes in visual approaches. The main purpose of the study was to identify the strategies used by the future teachers when solving problems with multiple solutions, before and after that module. Data was collected through observation and the written productions of the participants. It was possible to conclude that they tended to privilege analytical approaches before the intervention and, after the teaching experience, they started to value visual approaches, which generated an increase of the productions involving this type of solutions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01