Fostering a conceptual understanding of division: A language-and mathematics- integrated project in primary school
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22 mars 2018
- handle: 10670/1.vz5xth
- hal: hal-01856479
info:eu-repo/semantics/OpenAccess
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Daniela Götze, « Fostering a conceptual understanding of division: A language-and mathematics- integrated project in primary school », HAL-SHS : sciences de l'éducation, ID : 10670/1.vz5xth
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About 20% of the 15-year-old pupils in Germany fail to develop an understanding of the four basic arithmetical operations in the course of their schooling, and of division least of all. The study presented in this paper affords an insight into the conception and evaluation of a language-sensitive intervention project involving 45 third-and fourth-graders from schools whose catchment areas have low sociographic status. Individual misconceptions of division serve as a basis for initiating a sustainable understanding amongst the children in a language-sensitive manner. The analysis shows that the development of a conceptual understanding of division depends on language structures for expressing the connection between division and multiplication and for verbalizing division concepts.