五年级学生对分数意义的理解  

Understanding the Meaning of the Fraction of Fifth Grade Students

作　　者：范文贵[1] 郝翡翠 

机构地区：[1]天津师范大学初等教育学院,天津300387 [2]天津滨海新区塘沽三中心小学,天津300451

出　　处：《数学教育学报》2017年第1期70-75,共6页Journal of Mathematics Education

基　　金：人民教育出版社课程教材研究所“十三五”课题——小学数学教材国际比较研究(KC2016-006)

摘　　要：在Marilena Pantziara提出学生掌握分数概念的6个水平的基础上,给出＂分数概念理解的3个水平＂的思想框架.利用该框架编制测试卷,对天津市564名五年级小学生进行测试,发现：学生在＂分数意义＂的第三个理解水平较低;学生在＂分数意义＂各个知识点上表现不同的理解水平;测试总分与5个知识点得分在p〈0.01水平上都呈显著正相关,特别是分数的表征（离散量）对总分变量即分数意义的解释程度最高.五年级学生关于＂分数意义＂水平与总分之间在地区学校方面存在差异性.Based on the six levels that students grasp concept of fraction proposed by Marilena Pantziara, we give the thinking framework about ＂three levels of understanding fraction concept＂. Using this conceptual framework to devise a test, We have 564 Tianjin Grade five students tested, found：Students＇ third understanding level in the ＂fraction of meaning＂ is low; Students＇ the performance is on the different levels of understanding in the each knowledge point of ＂fraction of meaning＂. The total score of the test was significantly positive correlated with the score of 5 knowledge points on p0.01 level. In particular, the fractional representation（discrete quantity） is to the highest score meaning interpretation degree. There are differences between the scores level of fifth grade students in schools about ＂the meaning of fraction＂.

关 键 词：分数的意义 小学生 理解水平 

分 类 号：G622[文化科学—教育学]