자연수의 사칙연산에 대한 아동의 이해 분석The Analysis of Children's Understanding of Operations on Whole Number
- Other Titles
- The Analysis of Children's Understanding of Operations on Whole Number
- Authors
- 황우형; 김경미
- Issue Date
- 2008
- Publisher
- 한국수학교육학회
- Keywords
- Addition; Subtraction; Multiplication; Division; understanding; Intuition models; Semantic Structure of Word Problems; 덧셈; 뺄셈; 곱셈; 나눗셈; 이해; 직관모델; 문장제의 의미론적 구조; Addition; Subtraction; Multiplication; Division; understanding; Intuition models; Semantic Structure of Word Problems
- Citation
- 수학교육, v.47, no.4, pp.519 - 543
- Indexed
- KCI
- Journal Title
- 수학교육
- Volume
- 47
- Number
- 4
- Start Page
- 519
- End Page
- 543
- URI
- https://scholar.korea.ac.kr/handle/2021.sw.korea/124630
- ISSN
- 1225-1380
- Abstract
- The study has been conducted with 29 children from 4th to 6th grades to realize how they understand addition, subtraction, multiplication, and division of whole numbers, and how their understanding influences solving of one-step word problems.
Children's understanding of operations was categorized into “adding” and “combination” for additions, “taking away” and “comparison” for subtractions, “equal groups,” “rectangular arrange,” “ratio,” and “Cartesian product” for multiplications, and “sharing,” “measuring,” “comparison,” “ratio,” “multiplicative inverse,” and “repeated subtraction” for divisions. Overall, additions were mostly understood additions as “adding”(86.2%), subtractions as “taking away”(86.2%), multiplications as “equal groups”(100%), and divisions as “sharing”(82.8%). This result consisted with the Fischbein’s intuitive models except for additions.
Most children tended to solve the word problems based on their conceptual structure of the four arithmetic operations. Even though their conceptual structure of arithmetic operations helps to better solve problems, this tendency resulted in wrong solutions when problem situations were not related to their conceptual structure. Children in the same category of understanding for each operations showed some common features while solving the word problems.
As children’s understanding of operations significantly influences their solutions to word problems, they needs to be exposed to many different problem situations of the four arithmetic operations. Furthermore, the focus of teaching needs to be the meaning of each operations rather than computational algorithm.
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Collections - College of Education > Department of Mathematics Education > 1. Journal Articles
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