Origini Concettuali di Errori che si Riscontrano Nel Confrontare Numeri Decimali e Frazioni=Conceptual Sources of Difficulties Concerning the Ordering of Decimal Numbers and the Comparison of Fractions.

Autor/in	Bonotto, C.
Titel	Origini Concettuali di Errori che si Riscontrano Nel Confrontare Numeri Decimali e Frazioni=Conceptual Sources of Difficulties Concerning the Ordering of Decimal Numbers and the Comparison of Fractions.
Quelle	In: L'Insegnamento della Matematica e delle Scienze Integrate, 16 (1993) 1, S.9-45Verfügbarkeit
Sprache	italienisch
Dokumenttyp	gedruckt; Zeitschriftenaufsatz
Schlagwörter	Cognitive Structures; Decimal Fractions; Elementary Education; Elementary School Mathematics; Elementary School Students; Foreign Countries; Grade 5; Inequality (Mathematics); Mathematical Concepts; Mathematics Education; Mathematics Instruction; Misconceptions; School Surveys; Italy + Suchen Sie Ihr Suchwort? Cognitive structure; Kognitive Struktur; Dezimalbruch; Elementarunterricht; Elementare Mathematik; Schulmathematik; Ausland; School year 05; 5. Schuljahr; Schuljahr 05; Mathematische Bildung; Mathematics lessons; Mathematikunterricht; Missverständnis; Italien
Abstract	Examined fifth-grade students' survey responses to investigate incorrect rules that derive from children's efforts to interpret decimals as integers or as fractions. Regarding fractions, difficulties arise because only the whole-part approach to fractions is presented in elementary school. (Author/MDH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC