Διερεύνηση μαθηματικών δεξιοτήτων που απαιτούνται για τη διαχείριση κλασματικών αριθμών μαθητών Ε΄ και Στ΄ Δημοτικού με δυσκολίες στα μαθηματικά και την ανάγνωση

Abstract

Most resent research on difficulties with fractions has not focused on the skills required to manage them and what are the skills connected to conceptual and procedural knowledge of the fractions. The aim of this study is to highlight the basic mathematical skills required to manage the fractional numbers of primary school pupils on 5th and 6th grade, as well as to explore the conceptual and procedural knowledge of students with or without difficulties in mathematics or reading. For the purposes of the research, the MathPro Test has been used to evaluate mathematical skills in the areas of number awareness, memory, visual-spatial and reasoning, a fractional test that evaluates conceptual and procedural knowledge, a questionnaire in which the mathematical and reading performance of students is evaluated by the class teacher and a test that evaluates the ability of reading. The results showed that students with math or reading difficulties had statistically significantly lower performance in the fractions as a whole, but also, partial in the procedural and conceptual knowledge of fractions. Skills that seem to predict fractional performance are related to mathematical skills in the areas of number awareness, memory and reasoning.