Autores
Lista de autores
Castro-Rodríguez, Elena, Rico, Luis y Gómez, Pedro
Resumen
Fractions are a fundamental content of primary-level education and must therefore be included in the training courses for primary school teachers. Experts argue that deep understanding is required to improve primary school teachers’ knowledge of this mathematical concept (Ball, 1990; Cramer, Post & del Mas, 2002; Newton, 2008). Our study focuses on the part-whole relationship as a crucial foundation in working with fractions. This paper characterizes some of the meanings of this relationship for a group of future primary school teachers.
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
Lugar (evento)
Tipo de evento
Tipo de presentación
Referencias
Ball, D. (1990). Prospective elementary and secondary teachers’ understanding of division. Journal for Research in Mathematics Education, 21(2), 132-144. Behr, M. J., Lesh, R., Post, T. R. & Silver, E. A. (1983). Rational number concepts. In R. Lesh & M. Landau (Eds.), Acquisition of mathematics concepts and processes. (pp. 91-126). New York: Academy Press. Cramer, K., Post, T. R., & del Mas, R. C. (2002). Initial fraction learning by fourthand fifth-grade students: A comparison of the effects of using commercial curricula with the effects of using the Rational Number Project curriculum. Journal for Research in Mathematics Education, 33(2), 111-144. Frege, G. (1998). Comentarios sobre sentido y referencia. In L. M. Valdés (Ed.), Ensayos de semántica y filosofía de la lógica. (53-) Madrid: Tecnos. Gómez, P. (2007). Desarrollo del conocimiento didáctico en un plan de formación inicial de profesores de matemáticas de secundaria. Granada, Universidad de Granada. Kieren, T. E. (1976). On the mathematical, cognitive and instructional foundations of rational number. Papers from a research workshop sponsored by the Georgia Center for the Study of Learning and Teaching of Mathematics. In R. Lesh (Ed.), Number and measurement (pp. 101-144). Columbus, OH: ERIC/ SMEAC. Newton, K. J. (2008). An Extensive Analysis of Preservice Elementary Teachers’ Knowledge of Fractions. American Educational Research Journal, 45(4), 1080-1110. OCDE (2010). PISA 2009. Programa para la Evaluación Internacional de los Alumnos. Retrieved July 20, 2010, from http://www.educacion.es/cesces/actualidad/pisa-2009-informe-espanol.pdf ??Steinbring, H. (1997). Epistemological investigation of classroom interaction in elementary ?mathematic teaching. Educational Studies of Mathematic, 32(1), 49-93.