Enriching student concept images: Teaching and learning fractions through a multiple-embodiment approach
Enriching student concept images: Teaching and learning fractions through a multiple-embodiment approach
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丰富学生概念图像：通过多实施方法教学和学习分数
DOI：
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发表时间：
2015
期刊：
影响因子：
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通讯作者：
N. Ellerton
中科院分区：
文献类型：
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作者：
Xiaofen Zhang;M. A. Clements;N. Ellerton
本研究调查了五年级儿童对由符号12$$ frac{1}{2} $$、13$$ frac{1}{3} $$和14$$ frac{1}{4} $$表示的单位分数的概念形象如何变化，因为他们参与了基于分数概念多个实施例的教学干预。参与者的概念图像通过教学前和教学后的书面问题和教学前和教学后一对一的口头采访问题进行了检查。结果表明，在教学前阶段，学生对单位分数的概念图像非常狭窄，主要与面积模型联系在一起。然而，在教学干预后，五年级学生能够选择和应用各种模型来应对单位分数任务，他们的单位分数概念图像得到丰富，并与容量，周长，线性和离散模型，以及面积模型。他们在测试中的表现有所改善，他们对单位分数的概念理解也有所发展。
This study investigated how fifth-grade children’s concept images of the unit fractions represented by the symbols 12$$ frac{1}{2} $$, 13$$ frac{1}{3} $$, and 14$$ frac{1}{4} $$ changed as a result of their participation in an instructional intervention based on multiple embodiments of fraction concepts. The participants’ concept images were examined through pre- and post-teaching written questions and pre- and post-teaching one-to-one verbal interview questions. Results showed that at the pre-teaching stage, the student concept images of unit fractions were very narrow and mainly linked to area models. However, after the instructional intervention, the fifth graders were able to select and apply a variety of models in response to unit fraction tasks, and their concept images of unit fractions were enriched and linked to capacity, perimeter, linear and discrete models, as well as to area models. Their performances on tests had improved, and their conceptual understandings of unit fractions had developed.