Abstract
This paper deals with precursory (propaedeutic) learning of the concept of number in the elementary mathematical education. The authors’ objective is to suggest a method allowing for the increase of the effectiveness of interactive expansion of the concept of number by using a grade-appropriate learning framework for elementary mathematical education content. A theoretical background for the creation of this method is based on the description of various characteristics of precursory learning and interactive teaching of mathematics as well and the flexible differentiation approach. The paper especially emphasizes the possibilities of propaedeutic understanding of the concept of fraction and examine the effects of such approach in terms of student achievement in elementary mathematics education, on the basis of a methodological approach. Results obtained during the experimental research suggest that under the influence of the methodological approach of introducing fractions through propaedeutic learning, students achieve significantly better results in learning compared to students who have not used this method.
Highlights
This paper aims to contribute to research dealing with the teaching methods of continuing and interactive development of the concept of number, by implementing precursory learning within the framework of grade-appropriate teaching units
We focus our attention in this paper to the methodological approach to propaedeutic content processing of positive rational numbers
The results show a positive effect on learning of the conceptual generalization approach, which primarily refers to the increase of the durability of knowledge, the ability to independently solve problem tasks, and the ability to implement the acquired knowledge in real-life context
Summary
This paper aims to contribute to research dealing with the teaching methods of continuing and interactive development of the concept of number, by implementing precursory learning within the framework of grade-appropriate teaching units. During the process of developing their knowledge of the concept of number, many mathematical strands, most importantly, arithmetic and algebra are used. Because the concept of number is formed in a precursory (alternatively, propaedeutic) way in the preschool and in the lower grades of elementary school, it is not necessary to describe this process in detail. In order to develop fundamental concepts in the elementary mathematics education (including the preschool), such as the concept of rational number, it is necessary to start early and maintain continuity throughout the entire duration of teaching activities. In order to have more efficient development the concept of number, connecting this process with learning operations of subtraction and division with the natural number set is of special importance
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