Learning rational numbers and communication strategies

Abstract

This paper aims to diagnose difficulties in 7th grade students about managing fractional numbers and their basic operations by applying approaches to improve classroom environment and learning through specific communication strategies. This research was based on a qualitative approach to data analysis using inductively established representation categories, an expression representation by symbols and comparisons (part-whole). Such categories correspond to critical issues, which involve fractions understanding and management. Tools such as reading, writing and concept mapping were used by students, and also 3-stage classroom dynamics, as follows: individual, group and plenary work. We found that group tasks allow students to discuss processes they perform, explain their views, reach consensus and participate actively during plenary session. This classroom environment, peer dialogue and interaction offer benefits both for learning and affective issues by children.