Formas de responder sobre la densidad de los números racionales de estudiantes de primaria y secundaria

  1. González-Forte, J. M. 1
  2. Fernández, C. 1
  3. Van Hoof, J. 2
  4. Van Dooren, W. 2
  1. 1 Universitat d'Alacant
    info

    Universitat d'Alacant

    Alicante, España

    ROR https://ror.org/05t8bcz72

  2. 2 KU Leuven
    info

    KU Leuven

    Lovaina, Bélgica

    ROR https://ror.org/05f950310

Liburua:
Investigación en Educación Matemática XXIV
  1. Diago, P. D. (coord.)
  2. Yáñez, D. F. (coord.)
  3. González-Astudillo, M. T. (coord.)
  4. Carrillo, D. (coord.)

Argitaletxea: Sociedad Española de Investigación en Educación Matemática, SEIEM

ISBN: 978-84-09-32184-1

Argitalpen urtea: 2021

Orrialdeak: 319-326

Biltzarra: Sociedad Española de Investigación en Educación Matemática. Simposio (24. 2021. Valencia)

Mota: Biltzar ekarpena

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Laburpena

The density of rational numbers is considered the most difficult domain in which the naturalnumber bias persists. The objective of this study is to identify primary and secondary schoolstudents’ ways of answering about density. We extent previous research by conducting a crosssectionalstudy from 5th grade of primary school to 4th grade of secondary school and by analysinginductively students’ responses. Participants were 953 students from 5th grade of primary school to4th grade of secondary school and they solved two types of items: (i) determining the number ofnumbers between two given rational numbers, and (ii) writing a number between two given rationalnumbers. Results show that the natural number bias is the main reason of students’ difficultiesMoreover, students’ intermediate ways of answering in density understanding have been identified.

Datuen iturria: Dialnet