Mastery and conceptions of student fractions for Primary Education teacher: A comparative study between Spain and Nicaragua

Authors

DOI:

https://doi.org/10.5377/recsp.v3i1.9790

Keywords:

Conceptions, Students, Teaching, Fractions, Elementary Education

Abstract

It is highly relevant to investigate the knowledge that future teachers of elementary education will acquire. This leads to the present research that focuses on the mastery of a group of students for Primary Education teachers on the concept of fraction in Nicaragua and Spain. The results show that students of elementary school teaching in Spain understand fraction as part of a whole, operator, decimal and ratio, and showing limitations on the fraction as a measure and distribution. On the other hand, Students of elementary school teaching in Nicaragua understand fraction as part of a whole as well, but it is not like this in the other categories of analysis. In addition, students of elementary school teaching in Nicaragua have limitations when explaining the process of solving exercises.

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Author Biographies

Elebe Williams Muller, Universidad de las Regiones Autónomas de la Costa Caribe Nicaragüense

Master in Computational Statistics. Professor at the University of the Autonomous Regions of the Nicaraguan Caribbean Coast - Bilwi University Campus

Lina Melo, University of Extremadura

PhD in Didactics of Experimental Sciences and Mathematics. Professor of the Department of Didactics of Experimental Sciences and Mathematics of the Faculty of Education of the University of Extremadura

 

Ana Caballero Carrasco, University of Extremadura

PhD in Didactics of Experimental Sciences and Mathematics. Professor of the Department of Didactics of Experimental Sciences and Mathematics of the Faculty of Education of the University of Extremadura.

Luis Manuel Soto Ardilla, University of Extremadura.

Master in Research in Teaching of Experimental Sciences and Mathematics. Professor of the Department of Didactics of Experimental Sciences and Mathematics of the Faculty of Education of the University of Extremadura.

 

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Published

2020-06-30

How to Cite

Williams Muller, E., Melo, L., Caballero Carrasco, A., & Soto Ardilla, L. M. (2020). Mastery and conceptions of student fractions for Primary Education teacher: A comparative study between Spain and Nicaragua. Revista Electrónica De Conocimientos, Saberes Y Prácticas, 3(1), 28–48. https://doi.org/10.5377/recsp.v3i1.9790

Issue

Vol. 3 No. 1 (2020)

Section

Educational Research

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