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https://hdl.handle.net/1822/52518
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Campo DC | Valor | Idioma |
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dc.contributor.author | Mamede, Ema | por |
dc.contributor.author | Pinto, Hélia | por |
dc.date.accessioned | 2018-03-15T15:48:42Z | - |
dc.date.available | 2018-03-15T15:48:42Z | - |
dc.date.issued | 2017 | - |
dc.identifier.issn | 1592-4424 | - |
dc.identifier.uri | https://hdl.handle.net/1822/52518 | - |
dc.description.abstract | This paper focuses on a study carried out to analyse pre-service Primary school teachers’ knowledge about fractions. It addresses three questions: 1) What ideas do Pre-service Primary School teachers have about fractions? 2) How do these teachers understand ordering and equivalence of fractions? And 3) How these teachers understand the representation of fractions? A survey was carried out with 86 pre-service Primary school teachers from several parts of Portugal. The survey comprised 52 questions related to the concept of fraction, the invariants of rational numbers (ordering and equivalence), fraction representations, and the interpretations of fractions. Results revealed that Pre-service Primary school teachers have several difficulties concerning fractions. Several difficulties were identified in these pre-service teachers: some do not recognise the need to divide the whole into equal parts in fractions representations; they find difficult to relate parts of unit to 2 or more units; the property of the density of rational number set is not recognised by students, many believe they can count the number of fractions between 0 and 1; many cannot find the double of a given fraction; and many of them revealed difficulties with the interpretations of fractions, in spite of having to teach them in a close future. | por |
dc.description.abstract | Cet article se concentre sur une étude réalisée pour analyser les connaissances préalables des enseignants du primaire sur les fractions. L’étude aborde trois questions: 1) Quelles idées les enseignants des écoles primaires ont-ils des fractions? 2) Comment ces enseignants comprennent l'ordre et l'équivalence des fractions? Et 3) Comment ces enseignants comprennent la représentation des fractions? Un sondage a été réalisé avec 86 enseignants du primaire de plusieurs régions du Portugal. L'enquête comprenait 52 questions liées à la notion de fraction, les invariants des nombres rationnels (ordre et équivalence), les représentations de fraction et les interprétations des fractions. Les résultats ont révélé que les enseignants de l’école maternelle ont plusieurs difficultés en ce qui concerne les fractions. Plusieurs difficultés ont été identifiées dans ces enseignants de pré-service: certains ne reconnaissent pas la nécessité de diviser l'ensemble en parties égales dans les représentations de fractions; Ils trouvent difficile de relier des parties de l'unité à 2 unités ou plus; La propriété de la densité de l’ensemble des nombres rationnels n'est pas reconnue par les étudiants, d’autres croient pouvoir compter le nombre de fractions entre 0 et 1; Beaucoup ne peuvent pas trouver le double d'une fraction donnée; Et beaucoup d'entre eux ont révélé des difficultés d’interprétation de fractions, en dépit d'avoir à leur enseigner dans un proche avenir. | por |
dc.description.sponsorship | CIEC – Research Centre on Child Studies, IE, UMinho (FCT R&D unit 317), Portugal | por |
dc.description.sponsorship | National Funds through the FCT (Foundation for Science and Technology) and co-financed by European Regional Development Funds (FEDER) through the Competitiveness and Internationalization Operational Program (POCI) with the reference POCI-01-0145-FEDER-007562 | por |
dc.language.iso | eng | por |
dc.publisher | Gruppo di Ricerca sull'Insegnamento/Apprendimento delle Matematiche (GRIM) | por |
dc.relation | info:eu-repo/grantAgreement/FCT/5876/147313/PT | por |
dc.rights | openAccess | por |
dc.title | Pre-service elementary school teachers’ ideas about fractions | por |
dc.type | article | por |
dc.peerreviewed | yes | por |
dc.relation.publisherversion | http://math.unipa.it/~grim/quaderno27_suppl_2.htm | por |
oaire.citationStartPage | 257 | por |
oaire.citationEndPage | 260 | por |
oaire.citationIssue | 27, suppl. 2 | por |
dc.subject.fos | Ciências Sociais::Ciências da Educação | por |
dc.description.publicationversion | info:eu-repo/semantics/publishedVersion | por |
sdum.journal | Quaderni di Ricerca in Didattica (Mathematics) | por |
Aparece nas coleções: | CIEC - Artigos (Papers) |
Ficheiros deste registo:
Ficheiro | Descrição | Tamanho | Formato | |
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Mamede & Pinto QuaderniDiRiccercaMat 2017.pdf | 490,43 kB | Adobe PDF | Ver/Abrir |