Teachers' Knowledge of Fraction Magnitude

Autor/in	Copur-Gencturk, Yasemin
Titel	Teachers' Knowledge of Fraction Magnitude
Quelle	In: International Journal of Science and Mathematics Education, 20 (2022) 5, S.1021-1036 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Copur-Gencturk, Yasemin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1571-0068
DOI	10.1007/s10763-021-10173-2
Schlagwörter	Mathematics Teachers; Knowledge Level; Fractions; Mathematical Concepts; Arithmetic; Grade 3; Grade 4; Grade 5; Grade 6; Grade 7; Computation; Accuracy; Teacher Certification; Instructional Program Divisions + Suchen Sie Ihr Suchwort? Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Wissensbasis; Bruchrechnung; Addition; Arithmetik; Arithmetikunterricht; Rechnen; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07
Abstract	This article explores three attributes of teachers' understanding of fraction magnitude: the accuracy and reasonableness of teachers' estimations in response to fraction arithmetic tasks as well as the alignment of the estimation strategies they used with the concept of fraction magnitude. The data were collected from a national sample of mathematics teachers in grades 3-7 in which fraction concepts were taught (N = 603). The results indicated the teachers' estimations were only partially accurate and reasonable, particularly when fraction division was involved. Furthermore, teachers' credentials and the grade level at which they taught mathematics were significantly related to teachers' understanding of fraction magnitude. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01