Διερεύνηση της επίδοσης στα κλάσματα μαθητών Ε΄& Στ΄ δημοτικού με δυσκολίες στα μαθηματικά ή/και στην ανάγνωση

Abstract

Most resent research shows that many students face difficulties in fractions because of their complexity and the wrong strategies that they use to manage them. According to recent research findings, it seems that both conceptual and procedural knowledge of fractions are necessary for mathematical competence. The aim of this study is to highlight if there is or not difference in performance in fractions as a whole, and partial in conceptual and procedural knowledge of fractions of children with and 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. So, there is the need to develop the skills required to manage fractional numbers in order for students to face these difficulties.