Understanding place value with numeration units
| Autor: | Catherine Houdement, Frédérick Tempier |
|---|---|
| Přispěvatelé: | Laboratoire de Didactique André Revuz (LDAR (EA_4434)), Université Paris-Est Créteil Val-de-Marne - Paris 12 (UPEC UP12)-Université de Rouen Normandie (UNIROUEN), Normandie Université (NU)-Normandie Université (NU)-Université de Cergy Pontoise (UCP), Université Paris-Seine-Université Paris-Seine-Université Paris Diderot - Paris 7 (UPD7)-Université d'Artois (UA), Université d'Artois (UA)-Université Paris Diderot - Paris 7 (UPD7)-Université de Cergy Pontoise (UCP), Université Paris-Seine-Université Paris-Seine-Université de Rouen Normandie (UNIROUEN), Normandie Université (NU)-Normandie Université (NU)-Université Paris-Est Créteil Val-de-Marne - Paris 12 (UPEC UP12) |
| Jazyk: | angličtina |
| Rok vydání: | 2019 |
| Předmět: |
Numeration units
Computer science General Mathematics Teaching method [SHS.EDU]Humanities and Social Sciences/Education Place value Education Task design Concept learning Mathematics education ComputingMilieux_COMPUTERSANDEDUCATION 0501 psychology and cognitive sciences [MATH]Mathematics [math] Set (psychology) Mathematics instruction Primary school Unitizing 4. Education 05 social sciences 050301 education Job design Didactical engineering 0503 education Value (mathematics) 050104 developmental & child psychology |
| Zdroj: | ZDM Mathematics Education ZDM Mathematics Education, 2019, 51 (1), pp.25-37. ⟨10.1007/s11858-018-0985-6⟩ |
| DOI: | 10.1007/s11858-018-0985-6⟩ |
| Popis: | International audience; Numeration units (ones, tens, hundreds, etc.) are an epistemological foundation for place value. Here, we assume that they are a didactic support in countries where spoken numbers are incongruent with written numbers. In France, teaching practices neglect the relations between units, and numeration units are typically used only to designate the positions of digits. Our research, which adopts the didactical engineering framework, aims to develop a set of reference tasks for grades 1 to 5 to support a consistent learning of place value with numeration units. This article reports the theoretical framework on which our research is based, and illustrates it with some examples of tasks designed for grade 3 students and implemented in classrooms. |
| Databáze: | OpenAIRE |
| Externí odkaz: |
|