Meaning of the part-whole relation and the concept of fraction for primary teachers
Tipo de documento
Autores
Lista de autores
Castro-Rodríguez, Elena, Rico, Luis y Gómez, Pedro
Resumen
The part-whole relation is complex and raises questions that affect different disciplines. Researchers have proposed different interpretations of the notions of fraction and rational number (e.g., Behr, Lesh, Post & Silver, 1983; Kieren, 1976). We highlight three kinds of relations in the study of rational numbers—the part whole-relation, the part-part relation, and the functional relation—through which we organize the different subconstructs of rational number. We claim that the meaning of fractions should be understood through three components: their mathematical structure, their representations and their senses.
Fecha
2012
Tipo de fecha
Estado publicación
Términos clave
Comprensión | Inicial | Números racionales | Usos o significados
Enfoque
Nivel educativo
Educación superior, formación de pregrado, formación de grado | Educación técnica, educación vocacional, formación profesional
Idioma
Revisado por pares
Formato del archivo
Editores (capítulo)
Lista de editores (capitulo)
Tso, Y. T.
Título del libro
Proceedings of the 36th Conference of the International Group for the Psychology of Mathematics Education
Editorial (capítulo)
Lugar (capítulo)
Rango páginas (capítulo)
Vol. 4, 253
Referencias
Behr, M. J., Lesh, R. Post, T. R., & Silver, E. A. (1983). Rational-number concept. In R. Lesh & M. Landau (Eds.), Acquisitions of mathematics concepts and processes (pp. 91-126). New York, NY: Academy Press. Kieren, T. E. (1976). On the mathematical, cognitive, and instructional foundations of rational numbers. In R. Lesh (Ed.), Number and measurement (pp. 101-144). Columbus, OH: ERIC-SMEAC.