id: 06082343
dt: j
an: 2012e.00300
au: Magina, Sandra; Campos, Tânia
ti: Fractions from the perspective of elementary school teachers and students.
(A fração nas perspectivas do professor e do aluno dos dois primeiros
ciclos do ensino fundamental.)
so: Bolema 21, No. 31, 23-40 (2008).
py: 2008
pu: Universidade Estadual Paulista de Mesquita Filho, UNESP, Rio Claro
la: PT
cc: C70 D30 D40 F40
ut: concept of fraction; elementary education; elementary school teacher;
prognostic; teaching strategy
ci:
li:
ab: Summary: The aim of this study is to discuss teaching and learning of the
concept of fractions in the early elementary grades based on findings
from a diagnostic study applied to 70 elementary school teachers and
131 3rd and 4th grade students. Analysis of the results suggests that
the teachers, in general, have a prognosis of students’ performance
that is far from true, with a tendency to overestimate the number of
correct answers, mainly of 4th grade students. A possible cause for
this discrepancy could be related to the fact that the different
meanings of fractions are not clear to most of the teachers, which
leads them to employ teaching strategies that do not always help
students overcome false conceptions regarding the concept. Such
strategies can be summed up in the use of concrete materials and
drawings to facilitate perceptual comparisons, in detriment to teaching
order and equivalence, which are operative invariants that are needed
to understand the concept. The students’ performance, in turn, was
inadequate in dealing with many of the problems, mainly those problems
in which the meaning of “number" was related with that of
“multiplicative operator".
rv: