Promoting Sophisticated Fraction Constructs through Instructional Changes in a Mathematics Course for PreK-8 Prospective Teachers

Autor/inn/en	Stevens, Alexis L.; Wilkins, Jesse L. M.; Lovin, LouAnn H.; Siegfried, John; Norton, Anderson; Busi, Richard
Titel	Promoting Sophisticated Fraction Constructs through Instructional Changes in a Mathematics Course for PreK-8 Prospective Teachers
Quelle	In: Journal of Mathematics Teacher Education, 23 (2020) 2, S.153-181 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Stevens, Alexis L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1386-4416
DOI	10.1007/s10857-018-9415-5
Schlagwörter	Preservice Teachers; Mathematics Instruction; Fractions; Teaching Methods; Educational Change; Preschool Teachers; Elementary School Teachers; Middle School Teachers; Pedagogical Content Knowledge; Teacher Education Programs + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Bruchrechnung; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsreform; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Pädagogische Kompetenz
Abstract	In a previous study, we validated the fractions schemes and operations trajectory (Norton and Wilkins 2012; Steffe in J Math Behav 20(3): 267-307, 2002; Steffe and Olive Children's fractional knowledge. Springer, New York, 2010; Wilkins and Norton 2011) with PreK-8 prospective teachers and explored PreK-8 prospective teachers' understanding of fractions based on fraction schemes and operations (Lovin et al. 2016). In that study, we found that most of the prospective teachers had constructed the lower-level fraction schemes and operations, but less than half had constructed the more sophisticated ones. In the current study, we explored ways of evoking the more sophisticated fraction schemes and operations, in particular, by implementing simple instructional changes to a mathematics course for PreK-8 prospective teachers. One change focused on fraction language, specifically encouraging the use of iterative fraction language (e.g., 3/5 is three equal-size pieces, each of which is 1/5 of the whole). Another change focused on intentional number choice, specifically emphasizing improper fractions. After focused fraction instruction that included these instructional changes, we found significant increases in PreK-8 prospective teachers' interiorization of coordinating three levels of units as well as in PreK-8 prospective teachers' construction of the reversible partitive fraction scheme and the iterative fraction scheme. We conclude with implications for practice and research in mathematics courses intended for PreK-8 prospective teachers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01