Examining Preservice Teachers' Mathematics Knowledge for Teaching Operations With Fractions Enacted in a K–5 Classroom

• In Event: Various Math Knowledges of Preservice Teachers

Abstract

This study investigated elementary preservice teachers’ (PST) enacted mathematics knowledge for teaching operations with fractions through a carefully designed video-based assignment that was embedded into their mathematics methods course and associated field placement. Using a case study design, we examined three PSTs’ knowledge and skills relating to their abilities to: explain and represent key concepts and procedures, analyze and use students’ responses instructionally, and use of various types and levels of questions to support K-5 students’ learning. The findings of this study provide rich descriptions of PSTs’ strengths and weaknesses in the areas listed above and suggest implications for teacher educators and teacher education programs to better support PSTs’ development of effective practices for teaching fractions.

Authors

• Minju Yi, Texas Tech University

• Raymond Flores, Texas Tech University

• Mihwa Park, Texas Tech University