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Learning Proportions: How And When?статья
- Авторы: Vysotskaya E., Khrebtova S., Lobanova A., Yanishevakaya M.
- Сборник: The European Proceedings of Social and Behavioural Sciences
- Год издания: 2018
- Место издания: Cognitive-Crcs
- Первая страница: 754
- Последняя страница: 764
- DOI: 10.15405/epsbs.2018.11.02.87
- Аннотация: Sound proportional reasoning is considered vital for both: Mathematics and Natural Sciences ( Lamon, 2007 ). Nevertheless it is a pain in the neck for most students from middle school and up. Our major goal is to teach ratios to students of primary school so, that they don’t have difficulties with them in Math and Sciences as well as in everyday life. As we implement the Cultural-Historical Theory ( Vygotsky, 1962 ) and Activity Approach ( Leontiev, 1981 ) to the practice of school education, we pay special attention to the early stages of concept formation. Our previous studies on learning ratios and proportions with middle school students ( Vysotskaya, 2014 ) brought promising results. However, we assume that moving ratio-learning to primary education is feasible and would save students a lot of trouble in middle school. We have devised a local instruction theory (within educational design research framework) for the 4th graders to test our ideas about 1) students’ actions that scaffold concept formation (we have suggested joint “co-measuring”) and 2) the context, that allows to make this type of activity meaningful for students (paint-mixing). The model of compound measure was introduced to coordinate students’ actions as they learn to control a particular ratio (shades of paint). The results of the experiment group (56 students) were significantly better, compared to the control group, regarding understanding of concentration as a ratio-based concept and dealing with it. We conclude that the actions, model and context we suggested made learning ratio in the 4th grade feasible, interesting and rewarding.
- Добавил в систему: Хребтова Светлана Борисовна