Building Conceptual Knowledge of Fraction Operations among Pre-Service Teachers: Effect of a Representation-Based Teaching Approach within a Teacher Education Program

Autor/inn/en	Thurtell, Elise; Forrester, Tricia; Chinnappan, Mohan
Titel	Building Conceptual Knowledge of Fraction Operations among Pre-Service Teachers: Effect of a Representation-Based Teaching Approach within a Teacher Education Program
Quelle	In: Mathematics Teacher Education and Development, 21 (2019) 1, S.100-124 (25 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1442-3901
Schlagwörter	Fractions; Preservice Teachers; Teacher Education Programs; Mathematical Concepts; Preservice Teacher Education; Foreign Countries; Pedagogical Content Knowledge; Multiplication; Subtraction; Elementary Education; Mathematics Education; Scaffolding (Teaching Technique); Comparative Analysis; Pretests Posttests; Australia + Suchen Sie Ihr Suchwort? Bruchrechnung; Lehramtsstudiengang; Lehrerausbildung; Ausland; Pädagogische Kompetenz; Multiplikation; Subtraktion; Elementarunterricht; Mathematische Bildung; Australien
Abstract	A deep understanding of fraction concepts and operations is necessary if pre-service teachers (PSTs) are to present the concepts in multiple forms to learners. Such an understanding needs to be grounded in rich conceptual knowledge. In the present study, we explore the development of this understanding by supporting a cohort of 103 PSTs, who had previously demonstrated poor conceptual understanding of fraction concepts and operations, with a Representational Reasoning in Teaching and Learning (RRTL) approach aimed at strengthening their conceptual knowledge. A comparison of pre- and post-test results indicated that participants showed a significant improvement in shifting the balance of their fraction knowledge to the conceptual end of the procedural-conceptual spectrum. Insights into how this approach assisted in developing PSTs' conceptual understanding were explored through interviews with four participants and an analysis of their pre- and post-test responses. We suggest that the use of teaching strategies such as RRTL are necessary in order to assist PSTs develop strong conceptual knowledge of fractions. [Note: The volume number (1) shown on the PDF is incorrect. The correct citation is v21 n1.] (As Provided).
Anmerkungen	Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: mted@merga.net.au; Web site: http://www.merga.net.au/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01