Develop Preservice Teachers’ Conceptual Understanding of the Division of Fractions by Integrating Mathematical Habits of Mind

• In Event: Roundtable Session 20
  In Roundtable Session: Deepening Conceptual Understandings in STEM Preservice Teacher Education

Abstract

This study investigated the influence of mathematical habits of mind (MHoM) toward elementary pre-service teachers’ conceptual understanding in learning division of fractions. Several sections of intervention were conducted for developing participants’ MHoM. There were thirty-eight participants in this study. A one-group pretest-posttest was used to determine the existence of a relationship between MHoM and conceptual understanding. This study confirms the results of previous studies about elementary pre-service teachers’ insufficiency in learning division of fractions. Further, it suggests that integrating MHOM into the curriculum design can be another way to promote elementary pre-service teachers’ understanding of division of fractions.

Authors

• Hsing-Wen Hu, The University of Alaska - Anchorage

• Cathy A. Coulter, The University of Alaska - Anchorage

• Wei-Ying Hsiao, University of Alaska Anchorage