Literaturnachweis - Detailanzeige
Autor/in | Bonotto, C. |
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Titel | Origini Concettuali di Errori che si Riscontrano Nel Confrontare Numeri Decimali e Frazioni=Conceptual Sources of Difficulties Concerning the Ordering of Decimal Numbers and the Comparison of Fractions. |
Quelle | In: L'Insegnamento della Matematica e delle Scienze Integrate, 16 (1993) 1, S.9-45 |
Sprache | italienisch |
Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
Schlagwörter | Cognitive Structures; Decimal Fractions; Elementary Education; Elementary School Mathematics; Elementary School Students; Foreign Countries; Grade 5; Inequality (Mathematics); Mathematical Concepts; Mathematics Education; Mathematics Instruction; Misconceptions; School Surveys; Italy |
Abstract | Examined fifth-grade students' survey responses to investigate incorrect rules that derive from children's efforts to interpret decimals as integers or as fractions. Regarding fractions, difficulties arise because only the whole-part approach to fractions is presented in elementary school. (Author/MDH) |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |