Developmental path from whole number to fraction and decimal fraction in elementary mathematics.
| Project/Area Number |
24653183
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| Research Category |
Grant-in-Aid for Challenging Exploratory Research
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| Allocation Type | Single-year Grants |
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| Research Field |
Educational psychology
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| Research Institution | Osaka Prefecture University |
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Principal Investigator |
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| Co-Investigator(Kenkyū-buntansha) |
KAWAZOE Mitsuru 大阪府立大学, 高等教育推進機構, 教授 (10295735)
KOJIMA Atsuhiro 大阪府立大学, 現代システム科学域, 准教授 (80291607)
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| Project Period (FY) |
2012-04-01 – 2014-03-31
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| Project Status |
Completed (Fiscal Year 2013)
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| Budget Amount *help |
¥3,640,000 (Direct Cost: ¥2,800,000、Indirect Cost: ¥840,000)
Fiscal Year 2013: ¥1,040,000 (Direct Cost: ¥800,000、Indirect Cost: ¥240,000)
Fiscal Year 2012: ¥2,600,000 (Direct Cost: ¥2,000,000、Indirect Cost: ¥600,000)
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| Keywords | 数表象 / 分数 / 整数 / 大小判断課題 / 数感覚 / 教授法 |
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| Research Abstract |
We examined that are there continuity from whole number to decimal fraction and from whole number to fraction or not in this study. The participants in this study were one hundred 3rd graders, one hundred twenty-two 4th graders, and eighty-nine 5th graders children. They were asked to answer a magnitude decision task for each three numbers; whole number, decimal fraction and fraction. A magnitude decision task was carried out on an original iPod application. The result showed that a correlation coefficient between whole number and decimal fraction was very strong and significant for all grades, but a coefficient between whole number and fraction was relative weak and it was not significant for 5th graders. These results indicated that there is continuity from whole number to decimal fraction, but there is discontinuity from whole number to fraction. And those suggested children did not use same number sense for whole number
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Report
(3 results)
Research Products
(4 results)
