Profiles in Understanding Operations with Rational Numbers

Autor/inn/en	González-Forte, Juan Manuel; Fernández, Ceneida; Van Hoof, Jo; Van Dooren, Wim
Titel	Profiles in Understanding Operations with Rational Numbers
Quelle	In: Mathematical Thinking and Learning: An International Journal, 24 (2022) 3, S.230-247 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (González-Forte, Juan Manuel) ORCID (Fernández, Ceneida) ORCID (Van Dooren, Wim)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1098-6065
DOI	10.1080/10986065.2021.1882287
Schlagwörter	Mathematics Instruction; Teaching Methods; Case Studies; Arithmetic; Profiles; Abstract Reasoning; Mathematics Skills; Grade 5; Grade 10; Elementary School Students; Fractions; Difficulty Level; Multiplication; Division; Secondary School Students; Foreign Countries; Spain + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Case study; Fallstudie; Case Study; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Charakterisierung; Profilanalyse; Abstraktes Denken; Denken; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; School year 05; 5. Schuljahr; Schuljahr 05; Bruchrechnung; Schwierigkeitsgrad; Multiplikation; Sekundarschüler; Ausland; Spanien
Abstract	Students often show difficulties in understanding rational numbers. Often, these are related to the natural number bias, that is, the tendency to apply the properties of natural numbers to rational number tasks. Although this phenomenon has received a lot of research interest over the last two decades, research on the existence of qualitatively different profiles regarding students' understanding is scarce. The current study investigated the different ways students reasoned in arithmetic operation items with fractions and decimals. A cross-sectional study with 1,262 participants from 5th to 10th grade was performed. A Two Step Cluster Analysis revealed eight different student reasoning profiles. We found that the natural number bias is first overcome in addition and subtraction, and later in multiplication and division. Moreover, differences regarding representation were only found in addition and subtraction items, indicating that natural numbers interfered more strongly in fractions than in decimal numbers. Finally, results showed that some students' difficulties with rational number multiplications and divisions had other explanations than the natural number bias. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01