著者

栗山 和広 吉田 甫

出版者

宮崎女子短期大学

雑誌

宮崎女子短期大学紀要 = Bulletin of Miyazaki Women's Junior College (ISSN:02898748)

巻号頁・発行日

vol.17, pp.57-69, 1991-03

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This developmental study examined acquisition process of the concept of fractions and relationships of the concept. A total of 161 children have been administrated six tests over 3 years. Two principle incorrect strategies were found concerning the magnitude of fractions. The first was Rule A, in which children ordered the fractions with a larger numerator as a smaller magnitude in problems with the S-D type. Another was Rule B, in which children ordered the fractions with larger denominators as a greater magnitude in the D-S type. Change processes of these strategies suggested four process of acquiring the concept of fractions. In addition, it was shown that the process of the acquisition of the magnitude of fractions was different from acqusition process of other sub-concepts in fractions. These results were discussed in terms of the process of the integration of the concept of fractions to knowledge of the decimal number system.