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Autor/inn/enSahin, Nesrin; Gault, Rebecca; Tapp, Laura; Dixon, Juli K.
TitelPre-Service Teachers Making Sense of Fraction Division with Remainders
QuelleIn: International Electronic Journal of Mathematics Education, 15 (2020) 1, (13 Seiten)Infoseite zur Zeitschrift
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Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN1306-3030
SchlagwörterPreservice Teachers; Mathematics Instruction; Mathematical Concepts; Fractions; Division; Pictorial Stimuli; Video Technology; Student Attitudes; Units of Study; Teaching Methods; Discussion (Teaching Technique); Concept Formation; Undergraduate Students; Pedagogical Content Knowledge; Elementary School Teachers; Problem Solving; Small Group Instruction
AbstractThis study reports an analysis of how pre-service teachers (n=34) made sense of fraction division with remainders using pictorial modeling strategies, and how small-group and whole-class discussion helped them develop conceptual understanding. One and a half class sessions were video recorded, and 12 interviews were conducted. Results indicate that pre-service teachers can develop a conceptual understanding of fraction division with remainders using modeling strategies, and their understanding emerges in three levels: a) level one: ignoring the remainder or labeling it incorrectly; b) level two: interpreting the remainder in the original unit but not relating it to the new unit; and c) level three: interpreting the remainder both in the original unit and the new unit flexibly. (As Provided).
AnmerkungenInternational Electronic Journal of Mathematics Education. Suite 124, Challenge House 616 Mitcham Road, CR0 3AA, Croydon, London, UK. Tel: +44-208-936-7681; e-mail: iejme@iejme.com; Web site: https://www.iejme.com
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2020/1/01
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