Preservice Elementary Teachers' Understanding of Operations for Fraction Multiplication and Division

Autor/inn/en	Whitehead, Ashley; Walkowiak, Temple A.
Titel	Preservice Elementary Teachers' Understanding of Operations for Fraction Multiplication and Division
Quelle	In: International Journal for Mathematics Teaching and Learning, 18 (2017) 3, S.293-317 (25 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1473-0111
Schlagwörter	Preservice Teachers; Elementary School Teachers; Fractions; Multiplication; Arithmetic; Mathematics Instruction; Grade 3; Grade 4; Grade 5; Elementary School Mathematics; Pretests Posttests; Mathematics Teachers; Teacher Education Programs + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Bruchrechnung; Multiplikation; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Mathematics lessons; Mathematikunterricht; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Elementare Mathematik; Schulmathematik; Mathematics; Mathematik
Abstract	This study examined preservice elementary teachers' change in their understanding of fraction operations while taking a mathematics methods course focused on grades 3-5. The preservice teachers (n = 48) completed an assessment before and after the course's unit on the teaching and learning of fractions. Specifically, the preservice teachers were asked to explain why the traditional algorithms for multiplication and division of fractions work. Additionally, they were asked to identify errors in students' work and provide rationales for why the strategies were faulty. All responses on the pre- and post-assessments were coded using an existing framework for the assessment of understanding. Paired t-tests indicated a statistically significant improvement on most items on the assessment and on the total test score. However, an in-depth analysis of how the scores changed gave insights into the proportion of preservice teachers who demonstrated no change, improvement, or regression on each question. The percent of teachers improving on each question ranged from 33% to 46%. Implications for mathematics teacher education programs and future research are discussed. (As Provided).
Anmerkungen	Centre for Innovation in Mathematics Teaching. 5th Floor Rolle Building, Faculty of Education University of Plymouth, Drake Circus, Plymouth, PL4 8AA, UK. Tel: +44-1752-585346; Fax: +44-1752-585344; e-mail: feedback@cimt.org.uk; Web site: http://www.cimt.org.uk/ijmtl/index.php/IJMTL/about
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01