Analyzing Pre-Service Primary Teachers' Fraction Knowledge Structures through Problem Posing

Autor/in	Kilic, Cigdem
Titel	Analyzing Pre-Service Primary Teachers' Fraction Knowledge Structures through Problem Posing
Quelle	In: EURASIA Journal of Mathematics, Science & Technology Education, 11 (2015) 6, S.1603-1619 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1305-8223
DOI	10.12973/eurasia.2015.1425a
Schlagwörter	Foreign Countries; Preservice Teachers; Primary Education; Knowledge Level; Fractions; Problem Solving; Mathematics Tests; Semantics; Comparative Analysis; Equations (Mathematics); Word Problems (Mathematics); Mathematical Concepts; Interviews; Turkey + Suchen Sie Ihr Suchwort? Ausland; Primarbereich; Wissensbasis; Bruchrechnung; Problemlösen; Semantik; Equations; Mathematics; Gleichungslehre; Textaufgabe; Interviewing; Interviewtechnik; Türkei
Abstract	In this study it was aimed to determine pre-service primary teachers' knowledge structures of fraction through problem posing activities. A total of 90 pre-service primary teachers participated in this study. A problem posing test consisting of two questions was used and the participants were asked to generate as many as problems based on the following conditions: i) using both 1/2 and 3/4 fractions, and ii) using either 1/2 or 3/4 fractions. Data were analyzed using both semantic and constant comparative analysis techniques. The results of the study showed that there was substantial diversity in the problems posed by pre-service primary teachers. Moreover, participants preferred to pose story and symbolic equations in first task and story equation in second task. Furthermore, the participants faced some issues such as not realizing 1/2 + 3/4 situation is more than 1, missing data, choosing wrong number, using different fractions and posing non-fraction problem. (As Provided).
Anmerkungen	EURASIA. Gazi Egitim Fakultesi, K Blok 210, Teknikokullar, Ankara, 06500 Turkey. Tel: +90-312-202-8192; Fax: +90-312-222-8483; e-mail: editor.eurasiajournal@gmail.com; Web site: http://www.ejmste.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01