CAJ | 학술논문

等值分数是表示具有相等值的分数,它建立在两个量具有确定比例关系的基础上。研究表明,儿童在接受正式教学之前,就具有了等值分数的非正式知识,但仍然在概念理解上存在很大的困难,主要有两方面的原因：一是受自身运算思维发展水平的制约,未获得乘法思维和守恒观念;二是缺乏对等值分数不同语义的理解。在今后研究中,需进一步探讨从非正式知识到正式概念之间的发展路径,尝试开展等值分数的早期教学实验,并需要结合多种语义背景来考查儿童的概念发展水平。
등치분수시표시구유상등치적분수,타건립재량개량구유학정비례관계적기출상。연구표명,인동재접수정식교학지전,취구유료등치분수적비정식지식,단잉연재개념리해상존재흔대적곤난,주요유량방면적원인：일시수자신운산사유발전수평적제약,미획득승법사유화수항관념;이시결핍대등치분수불동어의적리해。재금후연구중,수진일보탐토종비정식지식도정식개념지간적발전로경,상시개전등치분수적조기교학실험,병수요결합다충어의배경래고사인동적개념발전수평。
Equivalent fractions are fractions with the same numerical value, which is constructed on the basis of a certain proportional relationship between two quantities. Previous literature has shown that before receiving formal education, children have had informal knowledge for equivalent fractions. However, they still have trouble in understanding the concept. For this phenomenon, two reasons have been proposed： first, children are limited by the developmental level of operational thinking, because children have not reached multiplicative thinking and conservation concept; second, they lack complete understanding for the different semantic meanings of equivalent fractions. In the future, it is necessary to further explore the developmental path from informal knowledge to the formal concept, and try to conduct teaching experiments of equivalent fractions in children’s early ages, and combine a variety of semantic contexts to examine children’s concept development level.