Children's understanding of successive divisions in different contexts.
A study was conducted to examine under which conditions and at which age level elementary-school children would become aware of the conflict between practical and theoretical considerations in mathematics. Findings indicate that students from grades 4 and 5 did not mention this conflict because the...
| Published in: | Journal of Experimental Child Psychology Vol. 61; pp. 153 - 173 |
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| Main Authors: | , |
| Format: | Article |
| Published: |
Academic Press Inc.
March 1996
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| Subjects: | |
| Online Access: | View this record in EBSCOhost |
| Summary: | A study was conducted to examine under which conditions and at which age level elementary-school children would become aware of the conflict between practical and theoretical considerations in mathematics. Findings indicate that students from grades 4 and 5 did not mention this conflict because they ignored the mathematical perspective of the problems or because their mathematical solution was based on serious errors concerning rational numbers. It was only in the sixth grade that most subjects overcame these misconceptions, with approximately 30 percent of them mentioning the conflict between practical requirement and mathematical principles. |
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