Academic Journal
Pre-K-8 Prospective Teachers' Understanding of Fractions: An Extension of Fractions Schemes and Operations Research
| العنوان: | Pre-K-8 Prospective Teachers' Understanding of Fractions: An Extension of Fractions Schemes and Operations Research |
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| اللغة: | English |
| المؤلفون: | Lovin, LouAnn H., Stevens, Alexis L., Siegfried, John, Wilkins, Jesse L. M., Norton, Anderson |
| المصدر: | Journal of Mathematics Teacher Education. Jun 2018 21(3):207-235. |
| الاتاحة: | Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com |
| Peer Reviewed: | Y |
| Page Count: | 29 |
| تاريخ النشر: | 2018 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Higher Education |
| Descriptors: | Preservice Teachers, Mathematics Skills, Fractions, Mathematical Concepts, Elementary School Teachers, Middle School Teachers, Knowledge Level, Concept Formation, Mathematics Teachers |
| DOI: | 10.1007/s10857-016-9357-8 |
| تدمد: | 1386-4416 |
| مستخلص: | In an effort to expand our knowledge base pertaining to pre-K-8 prospective teachers' understanding of fractions, the present study was designed to extend the work on fractions schemes and operations to this population. One purpose of our study was to validate the fractions schemes and operations hierarchy with the pre-K-8 prospective teacher population to determine whether this population follows the same trajectory as upper elementary and middle school students. A second purpose of our study was to identify which of the fractions schemes and operations our sample of prospective teachers demonstrated evidence of having constructed along with what this tells us about prospective teachers' understanding of fractions. We were able to validate the hierarchy for this population, meaning that each lower-level fraction scheme/operation appeared to be a prerequisite to the higher-level schemes/operations. We found that although most of the prospective teachers had constructed the lower-level schemes and operations, less than half had constructed the more sophisticated ones. An unexpected result related to the association between the coordination of three levels of units and the iterative fraction scheme is addressed. Prospective teachers' reliance on procedural knowledge related to fractions also presented a challenge to assessing, in particular, their ability to coordinate three levels of units. We conclude with implications for research and practice in mathematics courses intended for pre-K-8 prospective teachers. |
| Abstractor: | As Provided |
| Number of References: | 59 |
| Entry Date: | 2018 |
| رقم الانضمام: | EJ1179280 |
| قاعدة البيانات: | ERIC |
| تدمد: | 1386-4416 |
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| DOI: | 10.1007/s10857-016-9357-8 |