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The Role of Awareness in Teaching and Learning of Literacy and Numeracy in Key Stage 2

Grant reference: L139251015

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Journal article details

Rational numbers and intensive quantities : challenges and insights to pupils’ implicit knowledge
This paper analyzes the difficulties that pupils have in learning to use rational numbers to refer to quantities as well as those involved in understanding equivalence and order in rational numbers. It is shown that pupils’ performance in all these tasks is not a matter of an all-or-nothing knowledge. Rational numbers are used in different situations, which can help or hinder pupils’ insights into the logic of rational numbers. The con-cluding section suggests that there is less awareness of the logic of rational numbers because culture often is organised to facilitate our functioning even if we don’t understand rational numbers well. We argue that it is im-portant to develop this understanding in school so that young people are not at a loss when this knowledge is required. The full text of this paper is available at the url listed above.
http://www.tlrp.org/dspace/retrieve/4034/Abs+Rational+numbers+and+intensive+quantities+Nunes+2009.pdf
Original Document
English

Primary contributor

Author Terezinha Nunes

Additional contributors

Co-author Peter Bryant

Additional details

24
2
No
0212-9728
Universidad de Murcia
01 December 2008
262-270
Murcua, Spain
Post-print
Anales de Psicología

Cite this outcome

Harvard

Nunes, Terezinha and Bryant, Peter (2008) Rational numbers and intensive quantities : challenges and insights to pupils’ implicit knowledge. Anales de Psicología. 24 (2), pp. 262-270 Murcua, Spain: Universidad de Murcia.

Vancouver

Nunes Terezinha and Bryant Peter. Rational numbers and intensive quantities : challenges and insights to pupils’ implicit knowledge. Anales de Psicología 2008; 24 (2): 262-270.