Peer reviewed
Download full textERIC Number: ED584324
Record Type: Non-Journal
Publication Date: 2015-Nov
Pages: 8
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
EISSN: N/A
Available Date: N/A
Pre-Service Teachers' Understanding of Fraction Operations: Providing Justification for Common Algorithms
Whitehead, Ashley N.; Walkowiak, Temple A.
North American Chapter of the International Group for the Psychology of Mathematics Education, Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (37th, East Lansing, MI, Nov 5-8, 2015)
This study examined pre-service elementary teachers' change in their understanding of fraction operations while taking a mathematics methods course. Specifically, their explanations and justifications for common algorithms for multiplication and division of fractions were coded using an existing framework (SOLO; Biggs, 1999) for the assessment of understanding. Results indicated that most students made improvement in terms of their level of understanding around fraction algorithms. Implications for mathematics teacher educators are discussed. [For the complete proceedings, see ED583989.]
Descriptors: Preservice Teachers, Fractions, Mathematics Instruction, Mathematical Concepts, Concept Formation, Multiplication, Coding, Elementary School Teachers, Knowledge Base for Teaching, Mathematical Logic, Validity, Methods Courses, Pretests Posttests, Scores
North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: N/A
