단위분수에 대한 초등학교 3학년 학생들의 이해 분석: 지도 맥락과 시각적 표현의 관점에서
An Analysis of Students’ Understanding on Unit Fraction : Focusing on Teaching Context and Visual Representation
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Despite the significance of fraction in elementary mathematics education, it is not easy to teach it meaningfully in connection with real life in Korea. This study aims to investigate and analyze 3rd grade students’ understanding on unit fraction concepts and on comparison of unit fractions and to identify the parts which need to be supplemented in relation to unit fraction. For these purposes, I reviewed previous studies and extracted chapters which cover unit fractions in elementary mathematics textbooks based on 2009 revised curriculums and analyzed teaching contexts and visual representations of unit fractions. From this point of view, I constructed a test which consists of three problems based on Chval et al(2013) to investigate students’ understanding on unit fraction. To apply this test, I selected forty-one 3rd grade students and examined that students’ aspects of understanding on unit fraction. The results were analyzed both qualitatively and quantitatively. In this study, I present the analysis results and provide implications and some didactical suggestions for teaching contexts and visual representations of unit fraction based on the discussion.
Abstract
Despite the significance of fraction in elementary mathematics education, it is not easy to teach it meaningfully in connection with real life in Korea. This study aims to investigate and analyze 3rd grade students’ understanding on unit fraction concepts and on comparison of unit fractions and to identify the parts which need to be supplemented in relation to unit fraction. For these purposes, I reviewed previous studies and extracted chapters which cover unit fractions in elementary mathematics textbooks based on 2009 revised curriculums and analyzed teaching contexts and visual representations of unit fractions. From this point of view, I constructed a test which consists of three problems based on Chval et al(2013) to investigate students’ understanding on unit fraction. To apply this test, I selected forty-one 3rd grade students and examined that students’ aspects of understanding on unit fraction. The results were analyzed both qualitatively and quantitatively. In this study, I present the analysis results and provide implications and some didactical suggestions for teaching contexts and visual representations of unit fraction based on the discussion.
참고문헌 (25)
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