Examining middle school pre-service teachers’ knowledge of fraction division interpretations
| Autor: | Ali Abdullah Alenazi |
|---|---|
| Rok vydání: | 2015 |
| Předmět: |
Applied Mathematics
Interpretation (philosophy) Knowledge level 05 social sciences 050301 education Division (mathematics) Procedural knowledge Education Pre service Mathematics (miscellaneous) Numeracy Mathematics education 0501 psychology and cognitive sciences Fraction (mathematics) The Symbolic 0503 education 050104 developmental & child psychology Mathematics |
| Zdroj: | International Journal of Mathematical Education in Science and Technology. 47:696-716 |
| ISSN: | 1464-5211 0020-739X |
| DOI: | 10.1080/0020739x.2015.1083127 |
| Popis: | This study investigated 11 pre-service middle school teachers’ solution strategies for exploring their knowledge of fraction division interpretations. Each participant solved six fraction division problems. The problems were organized into two sets: symbolic problems (involving numbers only) and contextual problems (involving measurement interpretation and the determination of unit rate interpretation). Results showed that most of the participants exhibited a great amount of procedural knowledge as they applied algorithms to obtain the correct answers to the symbolic problems. They also exhibited a great amount of conceptual understanding of how and why they obtained the correct answers to the contextual problems. However, the pre-service middle school teachers neither provided interpretations to the symbolic problems nor accepted that the contextual problems involved fraction division operation. The results suggest that the measurement and rate concepts were often unlinked to fraction division. |
| Databáze: | OpenAIRE |
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