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Autor: Bastürk, Savas
Titel: Primary Student Teachers' Perspectives of the Teaching of Fractions
Quelle: Acta Didactica Napocensia; v9 n1 p35-44 2016
Verlag: Babes-Bolyai University. Kogainiceanu 1, Cluj-Napoca, 400084 Romania. e-mail: submit_adn@yahoo.com; Web site: http://adn.teaching.ro
Erscheinungsjahr: 2016
Dokumenttyp: Journal Articles; Reports - Research
ISSN: -2065-1430
Schlagwörter: Foreign Countries; Student Teachers; Primary Education; Elementary School Teachers; Grade 3; Preservice Teacher Education; Student Teacher Attitudes; Pedagogical Content Knowledge; Mathematics Instruction; Fractions; Questionnaires; Qualitative Research; Coding; Data Analysis; Turkey
Abstract: The aim of this study was to investigate primary student teachers' perspectives of the teaching of fractions, i.e. their PCK of fractions. The research design used for the study was a descriptive survey method. As data collection instrument, we conducted a questionnaire composing of 14 open and closed-ended questions. The questionnaire was administered to 126 third grade primary student teachers at the department of primary teacher education in Sinop University. There were 91 females and 35 males. In the analysis of open-ended questions, the participants' responses were qualitatively analysed to characterize patterns and categorize answers. Questionnaires were analysed by using open coding. The results of the study indicated that, when saying fractions, first thing which comes in the student teachers' mind is the meaning "part-whole" of fractions. By supporting on the relevant literature, it can be asserted that, only this meaning is not sufficient to provide better understanding of fractions among students. In parallel, activities that most of the student teachers prefer for the introduction to fractions are closely related to this meaning such as dividing a cake, a breath, etc. into equals parts or shading a region.
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