Estudiantes para maestros : reflexiones sobre la instrucción en los números racionales positivos

José María Gairín Sallán

doi:10.18172/con.538

Authors

José María Gairín Sallán Universidad de Zaragoza

DOI:

https://doi.org/10.18172/con.538

Keywords:

Learning, mathematics, higher education, university student

Abstract

Future Primary Education teachers find it extremely difficult to understand rational numbers. The difficulties they have to face are mainly due to a previous learning process, a process which used to consider better to learn the meaning of fractions as being related to the part and the whole. The first part of this paper is focused on the study of such difficulties and also on the special characteristics of the knowledge adquired by these future teachers. In the second part alternative methods are proposed in order to help these future teachers to overcome the above mentioned difficulties: Working with a measure model allows them to re-elaborate their knowledge of the positive rational number system, whereas working with a quotient model allows them to reinforce the connections between fraction and decimal notations.

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References

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