Within the framework of a doctoral research in which the link between the construction of the arithmetic language of the fractions and the development of concepts related to such numbers was explored qualitatively, we applied a questionnaire in a naturally constituted group of fourth grade (integrated by 37 students of 8-11 years old). The mentioned questionnaire was centered in the diverse assignable semantic contents to the fractions. Specifically, the present paper constitutes a partial communication derived from this doctoral research; here, we exclusively talked about the exploration caused by that questionnaire around the quotient meaning, taking care of its character of derived notion from actions and familiar situations for the children and offering for that reason an accessible beginning point for the teaching of fractions. The intention of this research was to identify the semantic, syntactic and “translation” components involved in the answers of the students engaged on distribution situations. In the continuation of such intention, special attention was granted to those components that affected the suitable unfolding of the children and the consequent learning to develop. We considered that all these phenomena are of vital importance for the professors and the corresponding organization of the instructional proposals that they develop.
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