This study explores the mathematical problem-solving process of trainee teachers in a teachers' training institute. This research adopts a constructivist perspective that views learning mathematics as a process of constructing meaningful representation and knowledge as being constructed by the individual. The research methodology employs the case…

Examines the development of students' understandings about fractions during six weeks of instruction. Reports that all students possessed informal knowledge disconnected from their knowledge of fraction symbols and procedures and that knowledge of rote procedures often interfered with students' attempts to build on their informal knowledge.…