SciELO - Scientific Electronic Library Online

 
vol.9 issue1What mathematics knowledge for teaching is used by a Grade 2 teacher when teaching counting'They are visually impaired, not blind … teach them!': Grade R in-service teachers' knowledge of teaching pre-reading skills to visually impaired learners author indexsubject indexarticles search
Home Pagealphabetic serial listing  

Services on Demand

Article

Indicators

Related links

  • On index processCited by Google
  • On index processSimilars in Google

Share


South African Journal of Childhood Education

On-line version ISSN 2223-7682
Print version ISSN 2223-7674

Abstract

BROWN, Bruce. Rational number understanding: The big picture, not the essence. SAJCE [online]. 2019, vol.9, n.1, pp.1-8. ISSN 2223-7682.  http://dx.doi.org/10.4102/sajce.v9i1.561.

BACKGROUND: The learning of rational numbers is a complex and difficult process that begins in the early grades. This teaching often focuses on the mastery of essential knowledge, including particular skills (e.g. using fractions to describe part-whole diagrams) and interpretations (e.g. sharing), which often results in an incomplete and inflexible understanding of these numbers. AIM: This article proposes a holistic and relational perspective on rational number knowing and sense-making. SETTING: This possibility emerged through research into the learning of rational number concepts by Foundation Phase and Grade 4 children. METHODS: This research forms part of an ongoing, in-depth, exploratory research programme into the processes of learning rational numbers. Clinical interviews and classroom observations were the primary methods of data collection and an in-depth, constant comparative method of analysis was performed on the data. RESULTS: Thinking relevant to rational numbers was identified within four different perspectives through which children make sense of their interactions with the world, namely, social, instrumental, personal and symbolic sense-making. CONCLUSION: The learning of rational numbers may be usefully seen as arising from the interrelation of multiple aspects of knowing and doing that develop as children balance these different ways of sense-making.

Keywords : Fraction Learning; Rational Number Learning; Sense-Making; Conceptual Development; Relational Understanding.

        · text in English     · English ( pdf )

 

Creative Commons License All the contents of this journal, except where otherwise noted, is licensed under a Creative Commons Attribution License