pp. 749-767 | Article Number: iejme.2017.044
Published Online: November 15, 2017
Article Views: 316 | Article Download: 391
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.
Keywords: Fractions ∙ Propaedeutic learning ∙ Methodological approach ∙ Flexible differentiation ∙ Empirical evaluation
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