書誌事項
- タイトル別名
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- The relation between ability to draw equally divided figures showing fractions and performance in solving fraction problems
- ブンスウ オ トウブンカツズ ニ ヨリ サクズスル ノウリョク ト ブンスウ ガクシュウ カダイ ノ タッセイ トノ カンレン
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抄録
660 children of grades 4 through 6, attending 3 different elementary schools in Tokyo, participated in this study,. They were asked to show the fractions indicated by drawing equally divided figures, and to solve fraction problems including comparisons of the size of fractions and calculations, all of which were chosen as appropriate for their grade curriculum. The results of drawing figures showing the fractions indicated revealed that circles were more difficult to divide equally to show the fractions, especially when the denominators were multiples of three. In 4^<th> grade, those who got higher scores for drawing fraction figures showed significantly better scores for the fraction problems. However, no statistically significant difference was found for students in 5^<th> and 6^<th> grade. As 4^<th> grade students in this survey were just beginning to learn fractions, drawing figures seemed to have a linkage to calculations and understanding of fractions. However, for higher grade students, the performance of calculations did not seem to depend on the ability of drawing figures of fractions. This may be due to the students' depending more on arithmetic algorithm to calculate the fractions, and not their inner scheme of fraction.
収録刊行物
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- 科学教育研究
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科学教育研究 35 (1), 27-37, 2011
一般社団法人 日本科学教育学会
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詳細情報 詳細情報について
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- CRID
- 1390282680727120384
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- NII論文ID
- 110008593530
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- NII書誌ID
- AN00036978
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- ISSN
- 21885338
- 03864553
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- NDL書誌ID
- 11040382
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- 本文言語コード
- ja
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- データソース種別
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- JaLC
- NDL
- CiNii Articles
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- 抄録ライセンスフラグ
- 使用不可