Η επίδραση επιμέρους μαθηματικών δεξιοτήτων στην εννοιολογική και διαδικαστική γνώση κλασμάτων μαθητών Ε’ και Στ’ δημοτικού

Abstract

Although the significance of efficient fractions manipulation has been underlined by many researchers, the mathematical skills required for this purpose have not been detected yet.  The attempts made so far have mainly focused on findings regarding conceptual and procedural fractional knowledge. The present study aimed to investigate these mathematical skills for pupils between 9.91 and 13.83 years of age. The participants for this study were at 11.1 years of school age on average, attending the 5^th and 6^th grade in state primary schools in Evia (prefecture, Greece). Two tools were employed. The first one was the MathPro test, which assessed the participants’ mathematical skills focusing on Core Number, Memory, Visual-spatial ability and Reasoning. The second one was a test assessing the total, conceptual and procedural fractional knowledge. The results showed that two activities of MathPro test, Problems and Mental Calculations predict the total and the conceptual performance in fractions. The procedural performance in fractions appeared to be predicted by three activities of MathPro test which were Cubes, Problems and Mental Calculations. In conclusion, fractional knowledge performance can be predicted by the mathematical skills related to the Visual-spatial domain and Reasoning domain