Preservice Teachers' Knowledge of Students' Cognitive Processes about the Division of Fractions

Autor/inn/en	Isiksal, Mine; Cakiroglu, Erdinc
Titel	Preservice Teachers' Knowledge of Students' Cognitive Processes about the Division of Fractions
Quelle	In: Hacettepe University Journal of Education, 35 (2008), S.175-185 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1300-5340
Schlagwörter	Preservice Teacher Education; Preservice Teachers; Teacher Education Programs; Cognitive Processes; Mathematics Teachers; Mathematics Instruction; Elementary School Students; Misconceptions; Mathematics Education; Pedagogical Content Knowledge; Case Studies; Arithmetic; Mathematical Concepts; Grade 6; Grade 7 + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Cognitive process; Kognitiver Prozess; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Mathematics lessons; Mathematikunterricht; Missverständnis; Mathematische Bildung; Pädagogische Kompetenz; Case study; Fallstudie; Case Study; Addition; Arithmetik; Arithmetikunterricht; Rechnen; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07
Abstract	The purpose of this study was to examine preservice mathematics teachers' knowledge about common (mis)conceptions and difficulties of elementary students. In addition, it was aimed to investigate preservice teachers' knowledge about the possible sources of these misconception/difficulties, and their suggested strategies to overcome those difficulties. Data was collected from senior preservice elementary mathematics teachers enrolled in a teacher education program at a public university at the end of the spring semester of 2004-2005. Qualitative case study design was used to collect the data. Results revealed that preservice teachers' knowledge on difficulties that elementary students might have could be grouped under four headings. In addition, preservice teachers suggested various strategies that can be used to overcome students' difficulties on division of fractions. Research study revealed the importance of content-pedagogy rich courses on preservice teachers' knowledge related to students' understanding of mathematics concepts. (As Provided).
Anmerkungen	Hacettepe University. Faculty of Education, Beytepe, Ankara 06800, Turkey. Tel: +90-312-2978583; Fax: +90-312-2992083; e-mail: efdergi@hacettepe.edu.tr; Web site: http://www.efdergi.hacettepe.edu.tr
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10