The Nature of Prospective Mathematics Teachers' Pedagogical Content Knowledge: The Case of Multiplication of Fractions

Autor/inn/en	Isiksal, Mine; Cakiroglu, Erdinc
Titel	The Nature of Prospective Mathematics Teachers' Pedagogical Content Knowledge: The Case of Multiplication of Fractions
Quelle	In: Journal of Mathematics Teacher Education, 14 (2011) 3, S.213-230 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1386-4416
DOI	10.1007/s10857-010-9160-x
Schlagwörter	Knowledge Base for Teaching; Interviews; Memorization; Grade 7; Mathematics Teachers; Multiplication; Pedagogical Content Knowledge; Misconceptions; Teaching Methods; Grade 6; Mathematics Instruction; Mathematics Education; Preservice Teachers; Foreign Countries; Case Studies; Rote Learning; Elementary Education; Turkey + Suchen Sie Ihr Suchwort? Teaching theory; Theory of teaching; Unterrichtstheorie; Interviewing; Interviewtechnik; Gedächtnistraining; School year 07; 7. Schuljahr; Schuljahr 07; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Multiplikation; Pädagogische Kompetenz; Missverständnis; Teaching method; Lehrmethode; Unterrichtsmethode; School year 06; 6. Schuljahr; Schuljahr 06; Mathematics lessons; Mathematikunterricht; Mathematische Bildung; Ausland; Case study; Fallstudie; Case Study; Mechanisches Lernen; Elementarunterricht; Türkei
Abstract	The purpose of this study was to investigate prospective mathematics teachers' knowledge of common conceptions and misconceptions that sixth and seventh grade students had about multiplication of fractions. In addition, prospective teachers' knowledge of the sources of these misconceptions and strategies they knew to overcome these misconceptions was examined. Data were collected from 17 Turkish prospective teachers at the end of the spring semester of the 2004-2005 academic year. A case study design was used in which data were collected through the Multiplication of Fractions Questionnaire and semi-structured interviews. The prospective teachers suggested many difficulties that elementary grade level students may have and stated that these difficulties stemmed from students' lack of formal knowledge and rote memorization of the algorithms. In addition, the prospective teachers suggested many strategies that could be used to overcome these misconceptions or difficulties. These strategies could be grouped under three headings: strategies based on teaching methods, strategies based on formal knowledge of fractions, and strategies based on psychological constructs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10