Objeto Mental Fracción de Alumnos de Secundaria con Problemas de Absentismo Escolar = Mental Object for Fractions of Middle School Students with Absenteeism Problems [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (39th, Indianapolis, IN, Oct 5-8, 2017).

Autor/inn/en	Valenzuela García, Carlos; Figueras, Olimpia; Arnau Vera, David; Gutiérrez-Soto, Juan
Titel	Objeto Mental Fracción de Alumnos de Secundaria con Problemas de Absentismo Escolar = Mental Object for Fractions of Middle School Students with Absenteeism Problems [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (39th, Indianapolis, IN, Oct 5-8, 2017).
Quelle	(2017), (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch; spanisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Fractions; Middle School Students; Secondary School Mathematics; Foreign Countries; Grade 7; Grade 8; Mathematics Tests; Mathematics Skills; Problem Solving; Learning Activities; Phenomenology; Mathematics Instruction; Spain (Valencia) + Suchen Sie Ihr Suchwort? Bruchrechnung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Ausland; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Problemlösen; Lernaktivität; Phenomenological psychology; Phänomenologie; Psychologie; Mathematics lessons; Mathematikunterricht
Abstract	In this paper characterizations of mental objects for fractions of middle school students (from 12 to 14 years old) with absenteeism problems and low academic performance, are described. A test was designed as part of a research whose general purpose is to contribute in the building up of better mental objects for fractions through a teaching sequence. Items for the test were structured according to the results of a didactic phenomenology of fractions and the curricular content proposed for the last years of elementary school. Results indicate that students have a greater success in issues related to continuous model partitions phenomena, whereas they are less successful using fractions on the number line. Students cannot transfer their knowledge from an area model to a linear model to identify or represent fractions. [This paper is written in both Spanish and English. For complete proceedings, see ED581294.] (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