Initial teaching of the concept of fraction: a study about preservice primary school teachers

被引：0

作者：

Castro, Elena ^{[1
]}

Rico, Luis ^{[1
]}

Gomez, Pedro ^{[2
]}

机构：

[1] Univ Granada, Granada, Spain

[2] Univ Los Andes, Bogota, Colombia

来源：

INVESTIGACION EN EDUCACION MATEMATICA XVIII | 2014年

关键词：

didactic analysis; fractions; part-whole relationship; pedagogical content knowledge; pre-service teacher education; PEDAGOGICAL CONTENT KNOWLEDGE; MATHEMATICS TEACHERS; ELEMENTARY; STUDENTS; DIVISION;

D O I：

暂无

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

In this paper we investigate about the pedagogical content knowledge that a group of preservice primary school teachers put into play when composing a text with which to start primary school students in the part-whole notion of fraction. To analyse the productions, we used a model of didactic analysis, through its content and instructional analysis categories. The results highlight the content of fractions that the participants selected, how they proposed to introduce this content and the uses of the representations made in their responses.

引用

页码：237 / 246

页数：10

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