Rational Number Operations

What (Mis)Understanding Do Children Demonstrate?

Authors

DOI:

https://doi.org/10.5007/1981-1322.2020.e82069

Keywords:

Rational Numbers, Fractions, Fraction Operations

Abstract

This qualitative and interpretative study aims to know grade 5 children’s knowledge of rational number operations, before and after a teaching experiment emphasizing the use of models. Data was collected using two tests and four individual semi-structured interviews. The results show that, before the teaching experiment, in fraction addition and subtraction, children just applied rules. After the teaching experiment, they demonstrate conceptual understanding regarding these operations. In fraction multiplication and division, that involve a more complex conceptual understanding, they showed important ideas regarding rational number sense and operation sense. The use of models seems to have promoted the conceptual understanding of these operations by children.

 

Author Biographies

João Pedro da Ponte

Professor catedrático da Universidade de Lisboa, Instituto de Educação, Lisboa, Portugal.

António Guerreiro

Professor adjunto da Universidade do Algarve, Escola Superior de Educação e Comunicação, Faro, Portugal.

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Published

2022-06-24

Issue

Vol. 17 (2022)

Section

Artigos

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