Partitive division and quotative division in children’s thinking: New individual case studies and considerations for teaching
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10 juillet 2023
- handle: 10670/1.v1g4c0
- isbn: 978-963-7031-04-5
- hal: hal-04413446
info:eu-repo/semantics/OpenAccess
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Myriam Burtscher et al., « Partitive division and quotative division in children’s thinking: New individual case studies and considerations for teaching », HAL-SHS : sciences de l'éducation, ID : 10670/1.v1g4c0
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Résumé
Studies of conceptual understanding of division at the secondary school level show widespread problems in associating meanings (actions of either sharing or measuring and related everyday situations and word problems) with division terms (symbolic level). Those students who manage to make such connections at all, tend to interpret division in terms of sharing, while interpretations in the sense of measuring are relatively rare. However, when first introduced to division in primary school, children seem to find the measurement interpretation at least as accessible. The paper reports on a small longitudinal study of the development of 11 children’s mental models of division from second to fourth grade. The study suggests that many children had problems linking the interpretations of division they showed when using material, which very often corresponded to measuring, to viable prototypes of everyday situations. Implications for teaching are discussed.