Meaning of the part-whole relation and the concept of fraction for primary teachers
The part-whole relation is complex and raises questions that affect different disciplines. Researchers have proposed different interpretations of the notions of fraction and rational number (e.g., Behr, Lesh, Post & Silver, 1983; Kieren, 1976). We highlight three kinds of relations in the study...
- Autores:
-
Castro-Rodríguez, Elena
Rico, Luis
Gómez, Pedro
- Tipo de recurso:
- Part of book
- Fecha de publicación:
- 2012
- Institución:
- Universidad de los Andes
- Repositorio:
- Séneca: repositorio Uniandes
- Idioma:
- eng
- OAI Identifier:
- oai:repositorio.uniandes.edu.co:1992/32131
- Acceso en línea:
- http://hdl.handle.net/1992/32131
http://funes.uniandes.edu.co/2032/
- Palabra clave:
- Significado
Inicial
Números racionales
Comprensión
Educación / Licenciaturas
- Rights
- openAccess
- License
- Attribution-NonCommercial-NoDerivatives 4.0 Internacional
| id |
UNIANDES2_172b52ae63ad7d917f71a6b483f63187 |
|---|---|
| oai_identifier_str |
oai:repositorio.uniandes.edu.co:1992/32131 |
| network_acronym_str |
UNIANDES2 |
| network_name_str |
Séneca: repositorio Uniandes |
| repository_id_str |
|
| dc.title.none.fl_str_mv |
Meaning of the part-whole relation and the concept of fraction for primary teachers |
| title |
Meaning of the part-whole relation and the concept of fraction for primary teachers |
| spellingShingle |
Meaning of the part-whole relation and the concept of fraction for primary teachers Significado Inicial Números racionales Comprensión Educación / Licenciaturas |
| title_short |
Meaning of the part-whole relation and the concept of fraction for primary teachers |
| title_full |
Meaning of the part-whole relation and the concept of fraction for primary teachers |
| title_fullStr |
Meaning of the part-whole relation and the concept of fraction for primary teachers |
| title_full_unstemmed |
Meaning of the part-whole relation and the concept of fraction for primary teachers |
| title_sort |
Meaning of the part-whole relation and the concept of fraction for primary teachers |
| dc.creator.fl_str_mv |
Castro-Rodríguez, Elena Rico, Luis Gómez, Pedro |
| dc.contributor.author.none.fl_str_mv |
Castro-Rodríguez, Elena Rico, Luis Gómez, Pedro |
| dc.contributor.other.none.fl_str_mv |
Tso, Y. T. |
| dc.subject.keyword.none.fl_str_mv |
Significado Inicial Números racionales Comprensión |
| topic |
Significado Inicial Números racionales Comprensión Educación / Licenciaturas |
| dc.subject.themes.none.fl_str_mv |
Educación / Licenciaturas |
| description |
The part-whole relation is complex and raises questions that affect different disciplines. Researchers have proposed different interpretations of the notions of fraction and rational number (e.g., Behr, Lesh, Post & Silver, 1983; Kieren, 1976). We highlight three kinds of relations in the study of rational numbers¿the part whole-relation, the part-part relation, and the functional relation¿through which we organize the different subconstructs of rational number. We claim that the meaning of fractions should be understood through three components: their mathematical structure, their representations and their senses. |
| publishDate |
2012 |
| dc.date.issued.none.fl_str_mv |
2012 |
| dc.date.accessioned.none.fl_str_mv |
2020-06-02T16:17:38Z |
| dc.date.available.none.fl_str_mv |
2020-06-02T16:17:38Z |
| dc.type.spa.fl_str_mv |
Capítulo - Parte de Libro |
| dc.type.coarversion.fl_str_mv |
http://purl.org/coar/version/c_970fb48d4fbd8a85 |
| dc.type.driver.spa.fl_str_mv |
info:eu-repo/semantics/bookPart |
| dc.type.coar.spa.fl_str_mv |
http://purl.org/coar/resource_type/c_3248 |
| dc.type.content.spa.fl_str_mv |
Text |
| dc.type.redcol.spa.fl_str_mv |
http://purl.org/redcol/resource_type/CAP_LIB |
| format |
http://purl.org/coar/resource_type/c_3248 |
| dc.identifier.citation.none.fl_str_mv |
Castro-Rodríguez, Elena; Rico, Luis; Gómez, Pedro (2012). Meaning of the part-whole relation and the concept of fraction for primary teachers. En Tso, Y. T. (Ed.), Proceedings of the 36th Conference of the International Group for the Psychology of Mathema |
| dc.identifier.uri.none.fl_str_mv |
http://hdl.handle.net/1992/32131 |
| dc.identifier.url.none.fl_str_mv |
http://funes.uniandes.edu.co/2032/ |
| dc.identifier.instname.spa.fl_str_mv |
instname:Universidad de los Andes |
| dc.identifier.reponame.spa.fl_str_mv |
reponame:Repositorio Institucional Séneca |
| dc.identifier.repourl.spa.fl_str_mv |
repourl:https://repositorio.uniandes.edu.co/ |
| identifier_str_mv |
Castro-Rodríguez, Elena; Rico, Luis; Gómez, Pedro (2012). Meaning of the part-whole relation and the concept of fraction for primary teachers. En Tso, Y. T. (Ed.), Proceedings of the 36th Conference of the International Group for the Psychology of Mathema instname:Universidad de los Andes reponame:Repositorio Institucional Séneca repourl:https://repositorio.uniandes.edu.co/ |
| url |
http://hdl.handle.net/1992/32131 http://funes.uniandes.edu.co/2032/ |
| dc.language.iso.es_CO.fl_str_mv |
eng |
| language |
eng |
| dc.rights.license.spa.fl_str_mv |
Attribution-NonCommercial-NoDerivatives 4.0 Internacional |
| dc.rights.uri.*.fl_str_mv |
http://creativecommons.org/licenses/by-nc-sa/4.0/ |
| dc.rights.accessrights.spa.fl_str_mv |
info:eu-repo/semantics/openAccess |
| dc.rights.coar.spa.fl_str_mv |
http://purl.org/coar/access_right/c_abf2 |
| rights_invalid_str_mv |
Attribution-NonCommercial-NoDerivatives 4.0 Internacional http://creativecommons.org/licenses/by-nc-sa/4.0/ http://purl.org/coar/access_right/c_abf2 |
| eu_rights_str_mv |
openAccess |
| dc.format.mimetype.none.fl_str_mv |
application/pdf |
| dc.coverage.spatial.none.fl_str_mv |
Taipei, Taiwan |
| dc.publisher.none.fl_str_mv |
PME |
| dc.publisher.faculty.none.fl_str_mv |
Facultad de Educación |
| publisher.none.fl_str_mv |
PME |
| dc.source.es_CO.fl_str_mv |
instname:Universidad de los Andes reponame:Repositorio Institucional Séneca |
| instname_str |
Universidad de los Andes |
| institution |
Universidad de los Andes |
| reponame_str |
Repositorio Institucional Séneca |
| collection |
Repositorio Institucional Séneca |
| bitstream.url.fl_str_mv |
https://repositorio.uniandes.edu.co/bitstreams/eba62220-1f0f-42ae-b1d3-fd7e6b56aa4c/download https://repositorio.uniandes.edu.co/bitstreams/a484d29a-efce-4fbe-836c-093971b9e8af/download https://repositorio.uniandes.edu.co/bitstreams/c7b8187f-eaec-4468-b8ff-bc5753bd722c/download https://repositorio.uniandes.edu.co/bitstreams/cf778f9d-8679-47ac-a9a5-cb14dd7ed4af/download |
| bitstream.checksum.fl_str_mv |
b0e3c9f160cd6cd3548a8d55a9180439 6613dab37f71b678f819d5ed28f6d862 210e4702dd29107f5507b3a1e96de645 3712501b71477eef138f931c5a7aac67 |
| bitstream.checksumAlgorithm.fl_str_mv |
MD5 MD5 MD5 MD5 |
| repository.name.fl_str_mv |
Repositorio institucional Séneca |
| repository.mail.fl_str_mv |
adminrepositorio@uniandes.edu.co |
| _version_ |
1812133889158676480 |
| spelling |
Attribution-NonCommercial-NoDerivatives 4.0 Internacionalhttp://creativecommons.org/licenses/by-nc-sa/4.0/info:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2Castro-Rodríguez, Elena704c2d7b-8743-443c-8ec1-db8166562f8e600Rico, Luis27f2c829-bc63-40e0-9e79-8ec563678685600Gómez, Pedro8082600Tso, Y. T.Taipei, Taiwan2020-06-02T16:17:38Z2020-06-02T16:17:38Z2012Castro-Rodríguez, Elena; Rico, Luis; Gómez, Pedro (2012). Meaning of the part-whole relation and the concept of fraction for primary teachers. En Tso, Y. T. (Ed.), Proceedings of the 36th Conference of the International Group for the Psychology of Mathemahttp://hdl.handle.net/1992/32131http://funes.uniandes.edu.co/2032/instname:Universidad de los Andesreponame:Repositorio Institucional Sénecarepourl:https://repositorio.uniandes.edu.co/The part-whole relation is complex and raises questions that affect different disciplines. Researchers have proposed different interpretations of the notions of fraction and rational number (e.g., Behr, Lesh, Post & Silver, 1983; Kieren, 1976). We highlight three kinds of relations in the study of rational numbers¿the part whole-relation, the part-part relation, and the functional relation¿through which we organize the different subconstructs of rational number. We claim that the meaning of fractions should be understood through three components: their mathematical structure, their representations and their senses.application/pdfengPMEFacultad de Educacióninstname:Universidad de los Andesreponame:Repositorio Institucional SénecaMeaning of the part-whole relation and the concept of fraction for primary teachersCapítulo - Parte de Libroinfo:eu-repo/semantics/bookParthttp://purl.org/coar/resource_type/c_3248http://purl.org/coar/version/c_970fb48d4fbd8a85Texthttp://purl.org/redcol/resource_type/CAP_LIBSignificadoInicialNúmeros racionalesComprensiónEducación / LicenciaturasPublicationORIGINALMeaning-of-the-part.pdfMeaning-of-the-part.pdfapplication/pdf85277https://repositorio.uniandes.edu.co/bitstreams/eba62220-1f0f-42ae-b1d3-fd7e6b56aa4c/downloadb0e3c9f160cd6cd3548a8d55a9180439MD52TEXTMeaning-of-the-part.pdf.txtMeaning-of-the-part.pdf.txtExtracted texttext/plain2764https://repositorio.uniandes.edu.co/bitstreams/a484d29a-efce-4fbe-836c-093971b9e8af/download6613dab37f71b678f819d5ed28f6d862MD53THUMBNAILMeaning-of-the-part.pdf.jpgMeaning-of-the-part.pdf.jpgIM Thumbnailimage/jpeg26960https://repositorio.uniandes.edu.co/bitstreams/c7b8187f-eaec-4468-b8ff-bc5753bd722c/download210e4702dd29107f5507b3a1e96de645MD54LICENSElicense.txtlicense.txttext/plain; charset=utf-81865https://repositorio.uniandes.edu.co/bitstreams/cf778f9d-8679-47ac-a9a5-cb14dd7ed4af/download3712501b71477eef138f931c5a7aac67MD511992/32131oai:repositorio.uniandes.edu.co:1992/321312023-10-10 16:35:59.313http://creativecommons.org/licenses/by-nc-sa/4.0/open.accesshttps://repositorio.uniandes.edu.coRepositorio institucional Sénecaadminrepositorio@uniandes.edu.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 |