Effects of figures shown to students on their decision of fractions representing quantities

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  • 提示される図が児童の量分数判断に及ぼす影響
  • テイジ サレル ズ ガ ジドウ ノ リョウ ブンスウ ハンダン ニ オヨボス エイキョウ

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In this paper, “fraction as quantity,” 1/2m and 2/3L, for example, means the expression of mass of quantity in terms of fractional value with unit. Four calculation rules, for example, are introduced through problem scenes using fractions as quantity. Then understanding of fraction as quantity is indispensable for constructing the rules. On the other hand, it is also well known that understanding of fraction as quantity is insufficient. As for this problem, it is pointed out that learning of mixed fractions and improper fractions, and displaying them on the numerical straight line are effective for understanding the fraction as quantity.

The aim of this paper was clarifying that representing fractions as quantity of length to the tape‐diagram extended long to the right direction and representing fractions on the number line are effective for understanding the fraction as quantity and investigation was conducted. As a result, it was revealed that proper decision of the fraction as quantity was promoted by making students draw and position the mixed fractions on the tape-drawing and number line.

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