Children's Conceptions of Division and of Equal Parts. The BUD Project. School Research Newsletter 1989:4.

Sonst. Personen	Dahlberg, Cecilia (Hrsg.)
Institution	National Swedish Board of Education, Stockholm.
Titel	Children's Conceptions of Division and of Equal Parts. The BUD Project. School Research Newsletter 1989:4.
Quelle	(1989), (16 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Algorithms; Arithmetic; Cognitive Structures; Concept Formation; Division; Elementary Education; Elementary School Mathematics; Foreign Countries; Fractions; Fundamental Concepts; Learning Strategies; Mathematical Concepts; Mathematics Skills; Misconceptions; Symbols (Mathematics); Sweden + Suchen Sie Ihr Suchwort? Algorithm; Algorithmus; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Cognitive structure; Kognitive Struktur; Concept learning; Begriffsbildung; Elementarunterricht; Elementare Mathematik; Schulmathematik; Ausland; Bruchrechnung; Grundlagenplan; Konzept; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Missverständnis; Schweden
Abstract	This paper describes the BUD project which surveyed childrens' conceptions of division, and of fractions and decimals. The lack of connection between counting skills and conceptual understanding is discussed. The expectations for new algorithms and the basic idea in planning the BUD project are summarized. Some previous studies on counting, the development of everyday conceptions, and misconceptions of part of the whole concepts are reviewed. Principal research questions of this project are: (1) how children start dividing before they know the multiplication table and the division algorithm; (2) how children begin to understand the connection between division and fractions, and the meaning of words and written expressions; and (3) how children create a relationship between their conceptual knowledge of division and of rational numbers on the one hand and their arithmetic skills on the other. (YP)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC