In welcher Weise unterstützen Schulbücher Vorstellungsumbrüche beim Lernen von Bruchzahlen? – Eine Schulbuchanalyse

Abstract

When making the transition from natural numbers to fractional numbers, learners need to perform a conceptual change. The reason is that although some of the familiar properties of natural numbers are still valid for fractional numbers while others do not generally hold any more. This study investigated how three textbook editions for grade 5 to grade 7 offer learning opportunities regarding commonalities and differences between the domains of natural numbers and fractional numbers. Among 11439 codings, there were no explicit references to differences and only 23 explicit references to commonalities between natural numbers and fractional numbers. In contrast, there was a larger number of implicit learning opportunities.