Pre-Service Teachers' Flexibility with Referent Units in Solving a Fraction Division Problem

Autor/in	Lee, Mi Yeon
Titel	Pre-Service Teachers' Flexibility with Referent Units in Solving a Fraction Division Problem
Quelle	In: Educational Studies in Mathematics, 96 (2017) 3, S.327-348 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lee, Mi Yeon)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1954
DOI	10.1007/s10649-017-9771-6
Schlagwörter	Preservice Teachers; Problem Solving; Fractions; Mathematics Instruction; Arithmetic; Content Analysis; Pedagogical Content Knowledge; Statistical Analysis + Suchen Sie Ihr Suchwort? Problemlösen; Bruchrechnung; Mathematics lessons; Mathematikunterricht; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Inhaltsanalyse; Pädagogische Kompetenz; Statistische Analyse
Abstract	This study investigated 111 pre-service teachers' (PSTs') flexibility with referent units in solving a fraction division problem using a length model. Participants' written solutions to a measurement fraction division problem were analyzed in terms of strategies and types of errors, using an inductive content analysis approach. Findings suggest that most PSTs could calculate fraction division and make equivalent fractions procedurally but did not have the quantitative meanings of measurement division with fraction quantities or of making equivalent fractions. Implications are discussed for the improvement of PSTs' specialized knowledge for teaching fraction division. (As Provided).
Anmerkungen	Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01