Fourth to Sixth Grade Teachers' Invented Real World Problems and Pictorial Representations for Fraction Division

Autor/inn/en	Stohlmann, Micah; Yang, Yichen; Huang, Xing; Olson, Travis
Titel	Fourth to Sixth Grade Teachers' Invented Real World Problems and Pictorial Representations for Fraction Division
Quelle	In: International Electronic Journal of Mathematics Education, 15 (2020) 1, (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1306-3030
Schlagwörter	Grade 4; Grade 5; Grade 6; Concept Formation; Mathematical Concepts; Division; Fractions; Teacher Competencies; Faculty Development; Elementary Schools; Middle Schools; Problem Solving; Relevance (Education); Pictorial Stimuli; Teaching Methods; Program Effectiveness + Suchen Sie Ihr Suchwort? School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; Concept learning; Begriffsbildung; Bruchrechnung; Lehrkunst; Elementary school; Grundschule; Volksschule; Middle school; Mittelschule; Mittelstufenschule; Problemlösen; Relevance; Relevanz; Fantasieanregung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Teaching fraction operations for conceptual understanding is a challenging task. For the topic of fraction division especially, teachers need support because teachers find this difficult to teach and elementary and middle school students struggle to learn this concept. Well-structured professional development can assist teachers in exploring their own understanding as well as how to incorporate multiple representations in their instruction. This naturalistic inquiry study investigated fourth to sixth grade teachers' invented real-world problems and pictorial representations for fraction division. The teachers completed a written assessment focused on conceptual understanding of fraction operations through multiple representations at the beginning and conclusion of a weeklong professional development experience. The questions on the assessment were taken or modified from prior research studies. The results in this paper focus specifically on a task in which the teachers had to develop a real world story problem for 2 1/2 ÷ 3/4 and solve the problem by drawing a pictorial representation. The teachers showed statistically significant improvement on developing appropriate real-world problems and using pictorial representations to solve their problems. Implications for teachers' usage of multiple representations are discussed along with needed structures for professional development targeted on fractions. (As Provided).
Anmerkungen	International 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 von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01