Pre-K-8 Prospective Teachers' Understanding of Fractions: An Extension of Fractions Schemes and Operations Research

Autor/inn/en	Lovin, LouAnn H.; Stevens, Alexis L.; Siegfried, John; Wilkins, Jesse L. M.; Norton, Anderson
Titel	Pre-K-8 Prospective Teachers' Understanding of Fractions: An Extension of Fractions Schemes and Operations Research
Quelle	In: Journal of Mathematics Teacher Education, 21 (2018) 3, S.207-235 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1386-4416
DOI	10.1007/s10857-016-9357-8
Schlagwörter	Preservice Teachers; Mathematics Skills; Fractions; Mathematical Concepts; Elementary School Teachers; Middle School Teachers; Knowledge Level; Concept Formation; Mathematics Teachers + Suchen Sie Ihr Suchwort? Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Bruchrechnung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Wissensbasis; Concept learning; Begriffsbildung; Mathematics; Mathematik
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01