Pre-service teachers' knowledge about fraction divisions reflected through problem posing

Pre-service teachers' knowledge about fraction divisions reflected through problem posing

• Leung, Kui Chiu Issic The Hong Kong Institute of Education
• Carbone, Rose Elaine

The Mathematics Educator, 14(1), 80-92, 2013

Mathematics Education Student Association, the University of Georgia

2013

• M Teachers & Education for Teachers
  • MA Professional Education for Teachers

Division of Fractions Problem Posing Referent Whole Pre-service Teachers

• Hong Kong

• 1997.7onwards

• Post-Secondary Education

This study investigated the conceptual understanding of fraction division of 72 Hong Kong pre-service teachers by asking them to pose a real life story problem. Analyses of the problems posed show that many of these pre-service teachers had incorrectly interpreted the division concept in their problems as sharing rather than measurement. A short intervention shows significant improvement in posing problems in terms of mathematical correctness as related to real life situations. This study particularly shows an increase of the correct use of the measurement concept from the pre-test to the post-test. The study also shows that problem posing could be used to measure conceptual understanding. Additional studies should be conducted to show effects of different teaching interventions regarding improving the conceptual understanding of divisions of fractions.
[Copyright of The Mathematics Educator is the property of Mathematics Education Student Association, the University of Georgia.]

• English

Journal Articles

• 02189100

https://bibliography.lib.eduhk.hk/bibs/faad1a79

2014-12-23