تحليل دور الحديث الرياضي في نمو الفهم الرياضي لموضوع الكسور لدى تلاميذ الصف الرابع الابتدائي باستخدام نموذج بيري و كيرين

Abstract EN

The present research aimed at analyzing the role of math talk in the development of mathematical understanding of fractions in the fourth-grade pupils using the Pirie and Kieren model.

The research used the case study design.

The research sample consisted of six pupils (from different levels of achievement) of fourth graders who studied fractions using math talk.

The six pupils were divided into cooperative pairs, and each pair was given a single activity sheet to solve together using math talk.

The interactions between the pupils’ pairs and the conversation between them were analyzed using the Pirie and Kieren model of mathematical understanding.

Data collection tools were: the pre-knowledge testing of fractions, semi- structure task-based interviews, observations, field notes, and student worksheets.

The results showed that math talk among the pupils helped them to move from the level of primitive knowledge to the level of formalization.

The results also revealed four basic behaviors of math talk which played a role in the development of the pupils' understanding of fractions as explained by the Pirie and Kieren model.

These behaviors were: questioning, explanation and interpretation of thinking, justification, responsibility.

In light of the results, the research recommends the need to develop mathematics courses through organizing it in the light of the levels of the development of mathematical understanding according to the Pirie and Kieren model, and to provide opportunities for students to solve problems in a cooperative manner and participate in math talk with their peers and teachers.