engleski

Development of concept of division - from intuitive model to division of fractions

The teaching of mathematics, which emphasizes the practice of procedures marked teaching of mathematics in history. Such teaching, which emphasizes only the procedural knowledge, with no systematic development of conceptual knowledge, we are trying to replace with the teaching emphasis on the mutual development of both components of knowledge procedural and conceptual. In the definition of the concept, Vergnaud states that, among other, concept are situations that make this concept meaningful, and Greer has classified the different situations that we associate with the concept of division. This paper shows research on class and models of division of situations which students and teachers associated with division of whole numbers and division of fractions.

concept of division; partitive model; quotative model

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