Earticle

초록

영어

The purpose of the study is to analyze the sixth graders' understanding of concepts and operation about fraction. The test was administered and analyzed to 707 sixth graders' performance on fractions after the fraction instructions in elementary schools in Seoul, Korea. The participants are asked to answer two sets of questions for 40 minutes. First, they are asked to answer to 16 problems about the concepts of fraction with respect to part-whole, ratio, operator, measure, quotient, equivalent, and operations. Second, specially, to investigate sixth graders' ability of drawing and describing the situation of division including fraction, the descriptive problem asked students (1) to describe 3 ÷ into pictorial representation and (2) to write the solving process. The participants of this study didn't show deep understandings about the concepts and operation of fraction. The degree of understanding of subconstructs of fraction shows that their knowledge of ratio concept with respect to fraction was highest while their understanding of measure with respect to fraction was lowest. Considering their wrong answers, about 59% of participants showed misconception to the question of naming one fraction that appears between and . Further, they didn't explain their understanding with drawing about the division of fraction (3 ÷ ).

한국어

초등학생에게 분수는 추상적인 개념이며 형식화된 이해를 요구하는, 핵심적인 수학적 기초 내용이다. 초등학교 수학에서 중학교 수학으로 연계되는 내용의 위계 구조상 적지 않은 영향력을 끼치는 내용 중 하나가 초등수학에서의 분수 학습일 것이다. 이에 본 연구에서는 초등학교 6학년생에게 나타난 분수 개념에 대한 이해와 오류를 분석하고 초등학교 학생이 가장 어려워하는 분수 나눗셈에 대한 표현 능력을 살펴봄으로써 초등수학에서의 시사점을 제공하고자 한다.

목차

국문초록
 I. 시작하는 말
 II. 이론적 배경
  1. 교육과정 상 분수 내용
  2. 분수에 대한 개념
 III. 연구 방법
  1. 문항 적용 대상
  2. 분수 개념 측정 문항의 구성
 IV. 연구 결과
  1. 초등학교 6학년생의 분수 개념에 관한 이해 정도
  2. 분수의 다양한 개념 별 이해정도와 연산 간의 상관 관계
  3. 초등학교 6학년 학생의 분수 개념에 관한 오답 분석
 V. 결론 및 논의
 참고문헌
 abstract

키워드

분수 이해 분수 나눗셈 초등학생 분수의 하위요소 분수 개념 모델 Knowledge of fraction Division of fraction Elementary school students Subconstructs of fractions Concepts of fraction Model

저자

• 김민경 [ Kim, Min Kyeong | 이화여자대학교 ]

참고문헌

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