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Untersuchungen zum „nicht-geometrischen” Bruchzahlbegriff von Haupt-und Realschülern: typische Fehler und deren Ursachen

Untersuchungen zum „nicht-geometrischen” Bruchzahlbegriff von Haupt-und Realschülern: typische... The instructional treatment of fractions is carried out in grade 5 to 6 classes joined to real models, objects or actions, whereby for methodical reasons in the beginnings geometrical models are favoured. The present study is concerned with pupil’s understanding of fraction in case of non-geometrical applications, especially with errors appearing in this connection. Starting with the results of test relating to the concept of non-geometrical fraction, carried out in several grade 7 to 8 classes of German »Haupt-« and »Real-« school, there were discovered altogether six typical errors with respect to the topic. Afterwards selected groups of pupils on lower achievement level were questioned about causes of these errors. The analysis of error causes shows, that typical errors depend on organization and acquisition of knowledges and technics, distinct from personal and situatives one. The dominating error cause is negative transfer of konvergent thinking. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Journal für Mathematik-Didaktik Springer Journals

Untersuchungen zum „nicht-geometrischen” Bruchzahlbegriff von Haupt-und Realschülern: typische Fehler und deren Ursachen

Reitberger, Wolfgang
Journal für Mathematik-Didaktik , Volume 13 (4) – Dec 20, 2013
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References (18)

Publisher
Springer Journals
Copyright
Copyright
Subject
Education; Mathematics Education; Mathematics, general; Science Education; History of Mathematical Sciences
ISSN
0173-5322
DOI
10.1007/BF03339384
Publisher site
See Article on Publisher Site

Abstract

The instructional treatment of fractions is carried out in grade 5 to 6 classes joined to real models, objects or actions, whereby for methodical reasons in the beginnings geometrical models are favoured. The present study is concerned with pupil’s understanding of fraction in case of non-geometrical applications, especially with errors appearing in this connection. Starting with the results of test relating to the concept of non-geometrical fraction, carried out in several grade 7 to 8 classes of German »Haupt-« and »Real-« school, there were discovered altogether six typical errors with respect to the topic. Afterwards selected groups of pupils on lower achievement level were questioned about causes of these errors. The analysis of error causes shows, that typical errors depend on organization and acquisition of knowledges and technics, distinct from personal and situatives one. The dominating error cause is negative transfer of konvergent thinking.

Journal

Journal für Mathematik-Didaktik – Springer Journals

Published: Dec 20, 2013

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