Academic Journal
Semiotic Representations in the Learning of Rational Numbers by 2nd Grade Portuguese Students
| العنوان: | Semiotic Representations in the Learning of Rational Numbers by 2nd Grade Portuguese Students |
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| اللغة: | English |
| المؤلفون: | Viseu, Floriano (ORCID |
| المصدر: | International Electronic Journal of Elementary Education. Jun 2021 13(5):611-624. |
| الاتاحة: | International Electronic Journal of Elementary Education. T&K Akademic Rosendalsvein 45, Oslo 1166, Norway. e-mail: iejee@iejee.com; Web site: https://www.iejee.com/index.php/IEJEE/index |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| تاريخ النشر: | 2021 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education Elementary Education Grade 2 Primary Education |
| Descriptors: | Semiotics, Mathematics Instruction, Grade 2, Elementary School Students, Content Analysis, Pictorial Stimuli, Teaching Methods, Learning Processes, Error Patterns, Difficulty Level, Foreign Countries, Fractions, Units of Study, Numbers |
| مصطلحات جغرافية: | Portugal |
| تدمد: | 1307-9298 |
| مستخلص: | The use of different registers to represent mathematical concepts enhances understanding. For example, rational numbers can assume pictorial, symbolic and natural language representations and this kind of change improves learning. Based on these assumptions, a teaching experiment for the learning of rational numbers by 2nd grade students was conducted, so as to allow for an understanding of how semiotic representations contribute to the learning of rational numbers, particularly with concern to unit fractions. Using a qualitative methodology and a content analysis of the students' written productions, the study shows a greater use of the pictorial representation register compared to the other types. Students' main difficulties in learning rational numbers are related to the pictorial representation of unit fractions and to an understanding of the concept of fraction itself. Some of these difficulties result from errors such as the misrepresentation of unit fractions in the case of the pictorial register, the association of the concept "half" with multiple unit fractions, the absence of the fraction bar when it comes to the symbolic register, the use of everyday terms to represent fractions when students rely on the natural language register, and the misrepresentation of rational numbers when the graphic register is used. |
| Abstractor: | As Provided |
| Entry Date: | 2021 |
| رقم الانضمام: | EJ1309765 |
| قاعدة البيانات: | ERIC |
| تدمد: | 1307-9298 |
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