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ข้อมูลการเผยแพร่ผลงาน
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| ชื่อบทความที่เผยแพร่ |
INVESTIGATING STUDENTS’ CHARACTERISTICS OF INTUITIONS IN DECOMPOSING AND COMPOSING ACTIVITY |
| วัน/เดือน/ปี ที่เผยแพร่ |
15 กรกฎาคม 2554 |
| การประชุม |
| ชื่อการประชุม |
35TH CONFERENCE OF THE INTERNATIONAL GROUP FOR THE PSYCHOLOGY OF MATHEMATICS EDUCATION |
| หน่วยงาน/องค์กรที่จัดประชุม |
THE INTERNATIONAL GROUP FOR THE PSYCHOLOGY OF MATHEMATICS EDUCATION (PME) |
| สถานที่จัดประชุม |
Middle East Technical University (METU) |
| จังหวัด/รัฐ |
Ankara, Turkey |
| ช่วงวันที่จัดประชุม |
10 กรกฎาคม 2554 |
| ถึง |
15 กรกฎาคม 2554 |
| Proceeding Paper |
| Volume (ปีที่) |
1 |
| Issue (เล่มที่) |
- |
| หน้าที่พิมพ์ |
1-488 |
| Editors/edition/publisher |
Behiye UBUZ |
| บทคัดย่อ |
INVESTIGATING STUDENTS’ CHARACTERISTICS OF INTUITIONS IN DECOMPOSING AND COMPOSING ACTIVITY
Kwanta Panbanlame Kiat Sangaroon
Khon Kaen, University, Thailand
Most of the first grade students have experience in ‘ordinal number’ outside the school. They can count each by each before entering the school. However, it is difficult for them to conceptualize the number 5 as the combination of 2 and 3, 1 and 4, etc (Inprasitha, 2010). Decomposing and composing activity in Japanese textbooks are a key activity to develop the children to operate numbers without counting each by each (Hattori, 2010). Decomposing and composing are importance activity for providing students’ how to operate to addition and subtraction on going, and the students need to construct this how to by themselves. The importance of students’ doing mathematics related to the construction of mathematical knowledge base on students’ intuitions. Many educators considered important of the construction of mathematical concept on intuitions (e.g., Pitta-Pantazi and Tsamir, 2005). The purpose of this study was to investigate student’s characteristics of intuitions in decomposing and composing activity. In this study, intuition was defined according to Fischbein’s (1987). For research design by qualitative research, the data were collected by classroom observations, video recordings, students’ tasks and interviews. The target group was four first grade students from one project school, participated in the project for a professional development using innovation of lesson study and open approach. Open approach as a teaching approach emphasized problem solving in mathematics classroom (Inprasitha, 2010). The students engaged in decomposing and composing activity designed for understanding ‘decomposing and composing’, a concept necessary for later addition and subtraction operation. The findings revealed that students had two characteristics of intuitions as self-evidence and globality; when students observed cards in activity, the students recognized that the whole was bigger than each of its parts, a number could decompose in two numbers or two sets and two numbers or two sets could compose a number. When students were asked to make 10, the students expressed instantaneously that 10 as composition 1 and 9, 5 and 5, 8 and 2 etc. This findings suggested that globality depended on self-evidence.
References
Fischbein, E. (1987). Intuition in science and mathematics. Dordrecht, The Netherland: D.Reidel.
Inprasitha, M. (2010). One Feature of Adaptive Lesson Study in Thailand-Desining Unit-. Proceeding of the 45th Korean National Meeting of Mathematics Education. Dongkook University, Korea. (pp. 193-206). Seoul, Korea: ICME-12.
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| การประเมินบทความ (Peer Review) |
มีผู้ประเมินอิสระ |
| มีการเผยแพร่ในระดับ |
นานาชาติ |
| รูปแบบ Proceeding |
Abstract |
| รูปแบบการนำเสนอ |
Poster |
| เป็นส่วนหนึ่งของวิทยานิพนธ์ |
เป็น |
| ผลงานที่นำเสนอได้รับรางวัล |
ไม่ได้รับรางวัล |
| แนบไฟล์ |
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| Citation |
0
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