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Teacher's and student's perception of rational numbers
Södertörns högskola, Institutionen för naturvetenskap, miljö och teknik, Matematikens didaktik.ORCID-id: 0000-0003-0417-2574
2020 (Engelska)Ingår i: Interim Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education: Mathematics Education in the 4th Industrial Revolution: Thinking skills for the Future / [ed] Inprasitha, M., Changsri, N. & Boonsena, N., Khon Kaen, Tailand: PME , 2020, , s. 291 - 297s. 291-297Konferensbidrag, Publicerat paper (Refereegranskat)
Abstract [en]

It is known from several studies, that students have problems when treating rational numbers. In this paper, there is a focus on rational numbers as equivalent classes, in teaching expressed as extending of fractions. The current research shows how three teachers mediate extending of fractions and how their students understood this concept. The main outcome of the research is that most of the misconceptions were caused by shortcomings in teachers’ subject matter knowledge. For that reason, they were not able to find crucial aspects of the object of learning. Consequently, their students tried to find other, however irrelevant, patterns.

Ort, förlag, år, upplaga, sidor
Khon Kaen, Tailand: PME , 2020. , s. 291 - 297s. 291-297
Nyckelord [en]
Mathematics education, Rational numbers in teaching and learning, Variation and Learning, Teachers Content Knowledge
Nationell ämneskategori
Matematik Didaktik
Forskningsämne
Utbildningsvetenskapliga studier
Identifikatorer
URN: urn:nbn:se:sh:diva-41824OAI: oai:DiVA.org:sh-41824DiVA, id: diva2:1465645
Konferens
44th Conference of the International Group for the Psychology of Mathematics Education, Hosted by Khon Kaen University, July 21-22, 2020.
Tillgänglig från: 2020-09-10 Skapad: 2020-09-10 Senast uppdaterad: 2020-09-10Bibliografiskt granskad

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Karlsson, Natalia

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Totalt: 316 träffar
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