An Analysis of the Mathematical Internal Connections of a Sixth-Grade Elementary School Student Regarding Addition of Natural Numbers, Decimals, and Fractions
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An analysis of prior studies on solving the addition word problem showed that most of them focused on negative student's reactions such as errors. This means that the implications of a positive response, such as mathematical connections, may have been overlooked. Based on these problem perceptions, the author tried to obtain the pedagogical implications to strengthen the mathematical connections in addition by analyzing a student’s connections when it comes to demonstrating the addition word problems using equations. First, a questionnaire was produced and put into the study sample for selecting the target of this study. Next, interviews were conducted on three focus questions, students‘ method of calculation, the connections of thinking, and background of thinking and connections about solving addition word problems, and the results were analyzed. Based on the results of the case study, the pedagogical implications to be emphasized in teaching the addition could be identified through this process. Finally, the results imply that an explicit exploration of commonalities and differences of addition of natural numbers, decimals, and fractions is necessary to strengthen the connections of addition. Based on these results, a teaching method through pattern-finding for improvement is proposed.
Abstract
An analysis of prior studies on solving the addition word problem showed that most of them focused on negative student's reactions such as errors. This means that the implications of a positive response, such as mathematical connections, may have been overlooked. Based on these problem perceptions, the author tried to obtain the pedagogical implications to strengthen the mathematical connections in addition by analyzing a student’s connections when it comes to demonstrating the addition word problems using equations. First, a questionnaire was produced and put into the study sample for selecting the target of this study. Next, interviews were conducted on three focus questions, students‘ method of calculation, the connections of thinking, and background of thinking and connections about solving addition word problems, and the results were analyzed. Based on the results of the case study, the pedagogical implications to be emphasized in teaching the addition could be identified through this process. Finally, the results imply that an explicit exploration of commonalities and differences of addition of natural numbers, decimals, and fractions is necessary to strengthen the connections of addition. Based on these results, a teaching method through pattern-finding for improvement is proposed.
참고문헌 (23)
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