KNOWLEDGE OF PRIMARY STUDENTS ON THE OPERATOR MEANING OF FRACTIONS
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Abstract
The multi-signification of the notion of fraction is at the origin of the difficulties encountered by primary school pupils to understand and use this notion. Among the signification of fractions, the meaning of operator is related to the instrumental role of the multiplication of fractions. Our epistemological research has enabled us to build a reference grid for mathematical organization that must be built in teaching to help students understand the need for the multiplication of fractions. This grid of reference of mathematical organizations helped us analyze the teaching of mathematics in elementary schools. It was found that the teaching did not succeed in completely constructing the signification of the operator of the fractions for the pupils. Therefore, the knowledge of the students is incomplete. They can implement the rules for multiplying fractions, but they do not know how to use this operation to solve some math and reality problems. This statement has been validated by an experimental study presented at the end of the article.
Keywords
fraction, signification of operator, reference mathematical organization
Article Details
References
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