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ERIC Number: ED501056
Record Type: Non-Journal
Publication Date: 2003-Jul
Pages: 8
Abstractor: Author
Reference Count: 7
Characteristics of 5th Graders' Logical Development through Learning Division with Decimals
Okazaki, Masakazu
International Group for the Psychology of Mathematics Education, Paper presented at the 27th International Group for the Psychology of Mathematics Education Conference Held Jointly with the 25th PME-NA Conference (Honolulu, HI, Jul 13-18, 2003), v3 p413-420
If we consider the gap between mathematics at elementary and secondary levels, and the logical nature of the higher level, it is important that aspects of children's logical development in the latter grades in elementary school be clarified. We focused on 5th graders' learning "division with decimals" as it is known to be difficult to understand in its meaning because of the implicit model. We discuss how children may develop logic beyond the implicit model in terms of formational operational thinking. We suggested that children's explanations based on two kinds of reversibility were effective to overcome the model, and that the overcoming processes enabled them to conceive multiplication and division as a system of operations. (Contains 2 footnotes and 3 figures.) [For complete proceedings, see ED500858.]
International Group for the Psychology of Mathematics Education. 35 Aandwind Street, Kirstenhof, Cape Town, 7945, South Africa. Tel: +27-21-715-3559; Fax: +27-88-021-715-3559; e-mail:; Web site:
Publication Type: Reports - Evaluative; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Japan