Tipo de documento
Autores
Deliyianni, Eleni | Elia, Iliada | Gagatsis, Athanasios | Michael-Chrysanthou, Paraskevi | Panaoura, Areti
Lista de autores
Gagatsis, Athanasios, Deliyianni, Eleni, Elia, Iliada, Panaoura, Areti y Michael-Chrysanthou, Paraskevi
Resumen
The study focuses on the cognitive level of Mathematical Working Space (MWS) and the component of the epistemological level related to semiotic representations in two mathematical domains of rational numbers: fraction and decimal number addition. Within this scope, it aims to explore how representational flexibility develops over time. A similar developmental pattern of four distinct hierarchical levels of student representational flexibility in both domains is identified. The findings indicate that the genesis of the semiotic axis in fraction and decimal addition is not automatic, but a long process of developmental steps that could be referred to as MWS1, MWS2, MWS3, MWS4 (final). There is not a clear and stable correspondence between developmental levels of representational flexibility and school grades. Didactical implications in order to foster representational flexibility in the MWS of fraction and decimal addition are discussed.
Fecha
2016
Tipo de fecha
Estado publicación
Términos clave
Enseñanza | Métodos estadísticos | Numérica | Números racionales | Semiótica
Enfoque
Nivel educativo
Educación primaria, escuela elemental (6 a 12 años) | Educación secundaria básica (12 a 16 años)
Idioma
Revisado por pares
Formato del archivo
Volumen
30
Número
54
Rango páginas (artículo)
287-307
ISSN
19804415
Referencias
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