한국수학교육학회지시리즈D:수학교육연구 (Research in Mathematical Education)

  • 제22권4호
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  • Pages.283-304
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  • 2019
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  • 1226-6191(pISSN)
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  • 2287-9943(eISSN)
한국수학교육학회 (Korean Society of Mathematical Education)
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Investigating Children's Informal Knowledge and Strategies: The Case of Fraction Division

  • 투고 : 2019.09.03
  • 심사 : 2019.12.27
  • 발행 : 2019.12.31
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초록

This paper investigates what informal knowledge and strategies fifth-grade students brought to a classroom and how much they had potential to solve fraction division story problems. The findings show that most of the participants were engaged to understand the meaning of fraction division prior to their formal instruction at school. In order to solve the story problems, the informal knowledge related to fractions as well as division was actively utilized in student's strategies and justification. Students also used various informal strategies from mental calculation, direct modeling, to relational thinking. Formal instructions about fraction division at schools can be facilitated for sense-making of this complex fraction division conception by unpacking informal knowledge and thinking they might bring to the classrooms.

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참고문헌

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