Propedeutic fraction learning based on content integration in the initial teaching of mathematics

Abstract

The paper presents the methodological approach of propedeutic introduction to fractions, based on the integration of the mathematical contents, with the aim to examine whether this approach to contents in initial mathematical education enhances the quality of learners' knowledge. The quality of knowledge was assessed according to successful application of acquired knowledge in solving problem tasks and tasks presented in realistic context. The empirical test of the offered methodological approach was verified within an experimental research with the sample comprising the fourth-grade pupils of an elementary school during regular math classes. The results of the research show that the integration of contents in propedeutic learning enhances significantly pupils' successfulness in independent solving problem tasks and application of acquired knowledge in solving tasks presented in a realistic context.

Keywords

• contents integration
• mathematics
• propedeutic learning
• initial math teaching
• fractions