Ni Yujing
Faculty of Education, The Chinese University of Hong Kong, Hong Kong, China
Contemp Educ Psychol. 2001 Jul;26(3):400-417. doi: 10.1006/ceps.2000.1072.
This study examined how the semantic meanings of rational numbers embodied in graphical representations pose a constraint on children's construction of the concept of fraction equivalence. A test consisting of graphical representations representing the part-whole and measuring semantic meaning was given to 205 fifth-graders and 208 sixth-graders from China. Results showed that the fifth-graders' overall performance on equivalent fraction items was poor across the semantic domains of rational numbers. The sixth-graders showed significantly improved performance on the equivalent fraction items representing the part-whole relation but not on those representing the measure aspect of rational number. The results provide evidence that semantic meanings of fractional numbers in different relevant contexts also constitute a source of difficulty in children's constructing the concept of fraction equivalence, in addition to the multiplicative nature of the concept. Copyright 2001 Academic Press.
本研究考察了图形表示中所体现的有理数语义含义如何对儿童构建分数等价概念形成一种限制。对来自中国的205名五年级学生和208名六年级学生进行了一项测试，该测试由表示部分 - 整体关系和测量语义含义的图形表示组成。结果表明，五年级学生在有理数语义领域的等价分数项目上的整体表现较差。六年级学生在表示部分 - 整体关系的等价分数项目上表现有显著提高，但在表示有理数测量方面的项目上没有提高。这些结果提供了证据，表明除了分数概念的乘法性质外，不同相关情境中分数的语义含义也是儿童构建分数等价概念困难的一个来源。版权所有2001学术出版社。
