Prospective Elementary Teachers' Knowledge of Fraction Division

Autor/inn/en	Lo, Jane-Jane; Luo, Fenqjen
Titel	Prospective Elementary Teachers' Knowledge of Fraction Division
Quelle	In: Journal of Mathematics Teacher Education, 15 (2012) 6, S.481-500 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1386-4416
DOI	10.1007/s10857-012-9221-4
Schlagwörter	Foreign Countries; Methods Courses; Preservice Teacher Education; Preservice Teachers; Pedagogical Content Knowledge; Elementary School Mathematics; Arithmetic; Mathematics Instruction; Mathematics Skills; Word Problems (Mathematics); Visual Aids; Taiwan + Suchen Sie Ihr Suchwort? Ausland; Methodisch-didaktische Anleitung; Lehramtsstudiengang; Lehrerausbildung; Pädagogische Kompetenz; Elementare Mathematik; Schulmathematik; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Mathematics lessons; Mathematikunterricht; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Textaufgabe; Anschauungsmaterial
Abstract	Prospective elementary teachers must understand fraction division deeply in order to meaningfully teach this topic to their future students. This paper explores the nature of the subject content knowledge of fraction division possessed by a group of Taiwanese prospective elementary teachers at the beginning of their mathematics methods course. The findings provide preliminary evidence that many prospective Taiwanese elementary teachers have developed the knowledge package of fraction division as described by Ma ("Knowing and teaching elementary mathematics: Teachers' understanding of fundamental mathematics in China and the United States." Lawrence Erlbaum Associates, Mahwah, 1999). The nature of various strategies used by these teachers provides further illustration of a secure common content knowledge that can serve as a benchmark for the development of mathematics courses for prospective teachers. However, the findings also show that the tasks of representing fraction division, through either word problems or pictorial diagrams, are challenging even for those highly proficient in elementary and middle school mathematics. The broader implications of this research for the international community are discussed, and recommendations for elementary teacher education programs are presented. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10