Children's fractional knowledge.

Autor/inn/en	Steffe, Leslie P.; Olive, John
Titel	Children's fractional knowledge.
Quelle	New York, NY u.a.: Springer Science+Business Media (2009), XXIII, 364 S. PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Illustrationen; Literaturangaben S. 353-357
Sprache	englisch
Dokumenttyp	online; gedruckt; Monographie
ISBN	1-4419-0590-1; 978-1-4419-0590-1
DOI	10.1007/978-1-4419-0591-8
Schlagwörter	Empirische Untersuchung; Fallstudie; Kind; Grundschule; Schülerleistung; Lehr-Lern-Forschung; Didaktik; Lernmethode; Unterrichtsmethode; Bruchrechnung; Mathematikunterricht; Mathematische Kompetenz; Mathematisches Denken; Zahlensystem; Fallbeispiel; USA
Abstract	[This book] ... tracks the construction of knowledge, both by children learning new methods of reasoning and by the researchers studying their methods. It challenges the widely held belief that children's whole number knowledge is a distraction from their learning of fractions by positing that their fractional learning involves reorganizing - not simply using or building upon - their whole number knowledge. This hypothesis is explained in detail using examples of actual grade-schoolers approaching problems in fractions including the schemes they construct to relate parts to a whole, to produce a fraction as a multiple of a unit part, to transform a fraction into a commensurate fraction, or to combine two fractions multiplicatively or additively. These case studies provide a singular journey into children's mathematics experience, which often varies greatly from that of adults. Moreover, the authors' descriptive terms reflect children's quantitative operations, as opposed to adult mathematical phrases rooted in concepts that do not reflect - and which in the classroom may even suppress - youngsters' learning experiences. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2010/3