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Pre-service teachers' difficulties with the semiotic representation of the decimal number line

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اقرأ أكثر حفظ في قائمتي
  • معلومة اضافية
    • Contributors:
      Laboratoire de Didactique André Revuz (LDAR (URP_4434)); Université de Rouen Normandie (UNIROUEN); Normandie Université (NU)-Normandie Université (NU)-Université de Lille-Université Paris-Est Créteil Val-de-Marne - Paris 12 (UPEC UP12)-Université Paris Cité (UPCité)-CY Cergy Paris Université (CY); Institut national supérieur du professorat et de l'éducation - Académie de Versailles (INSPÉ Versailles); CY Cergy Paris Université (CY); Centre de Recherche sur l'Education, les apprentissages et la didactique (CREAD EA 3875); Université de Brest (UBO)-Université de Rennes 2 (UR2)-Institut Brestois des Sciences de l'Homme et de la Société (IBSHS); Université de Brest (UBO); Alfréd Rényi Institute of Mathematics; Eötvös Loránd University; Paul Drijvers; Csaba Csapodi; Hanna Palmér; Katalin Gosztonyi; Eszter Kónya
    • بيانات النشر:
      HAL CCSD
    • الموضوع:
      2023
    • Collection:
      LillOA (HAL Lille Open Archive, Université de Lille)
    • الموضوع:
      Budapest; Hungary
    • نبذة مختصرة :
      International audience ; As a semiotic representation, the numerical line is often used in school as a tool. However, it is also considered an epistemological obstacle, which can be problematic if one is not trained to use it. In this paper, we investigate the difficulties encountered by primary and secondary pre-service teachers in representing the number line of decimal numbers when numbers are given. Using a methodology with qualitative analyses, we analysed the written productions of 103 pre-service teachers when constructing these number lines. This allowed us to identify five categories of difficulties: error in the decimal writing of 1/2, just ordering the numbers, no clearly defined unit, 1/2 in the middle of the segment, and difficulties with 1/100 and 5/100.
    • ISBN:
      978-963-7031-04-5
      963-7031-04-9
    • Relation:
      hal-04102100; https://hal.science/hal-04102100; https://hal.science/hal-04102100v2/document; https://hal.science/hal-04102100v2/file/CERME13_proceedings_3793-3800.pdf
    • Rights:
      info:eu-repo/semantics/OpenAccess
    • الرقم المعرف:
      edsbas.7D96B2B