Relationships between Students' Fractional Knowledge and Equation Writing.
Relationships between Students' Fractional Knowledge and Equation Writing.
复制标题
学生分数知识与方程书写之间的关系。
DOI：
10.5951/jresematheduc.46.2.0196
复制
发表时间：
2015
影响因子：
2.8
通讯作者：
Mi Yeon Lee
中科院分区：
文献类型：
--
作者：
Amy J. Hackenberg;Mi Yeon Lee
为了了解学生的分数知识和代数推理之间的关系，在方程写作的领域，进行了一项访谈研究与12名中学生，6名学生操作的2个不同的乘法概念。这些概念是基于学生如何协调复合单位。学生参加了两个45分钟的面试，并完成了书面分数评估。使用第二乘法概念的学生没有构造分数，但使用第三乘法概念的学生构造了分数;使用第二乘法概念的学生以与使用第三乘法概念的学生不同的方式表示乘法相关的未知数。一个便利的链接之间提出了建设分数和学生如何代表乘法相关的未知数。
To understand relationships between students' fractional knowledge and algebraic reasoning in the domain of equation writing, an interview study was conducted with 12 secondary school students, 6 students operating with each of 2 different multi- plicative concepts. These concepts are based on how students coordinate composite units. Students participated in two 45-minute interviews and completed a written fractions assessment. Students operating with the second multiplicative concept had not constructed fractional numbers, but students operating with the third multiplica- tive concept had; students operating with the second multiplicative concept repre- sented multiplicatively related unknowns in qualitatively different ways than students operating with the third multiplicative concept. A facilitative link is proposed between the construction of fractional numbers and how students represent multiplicatively related unknowns.