Beyond Correctness: Understanding Preservice Teachers' Fraction Discourse

• In Event: Novice Mathematics Teacher Learning, Practice, and Identity

Abstract

Studies found that pre-service teachers (PSTs) can often solve fraction tasks correctly with proper procedures, but they often lack a profound understanding of fractions. In this study, we apply the commognitive discursive perspective to show how two PSTs, who solved an identical fraction task and got the correct answer, possess divergent stages of fraction discourse development. Our analysis reveals that although both PSTs applied the same routines for solving the task, one’s discourse was more bonded, substantiated, and objectified than the others, suggesting different stages of a gradual process of learning. We discuss these findings in light of how teacher educators could further support PSTs’ learning of fractions in a more fine-grained manner.

Authors

• Jinqing Liu, University of California - Irvine
  Presenting Author

• ‪Merav Weingarden, University of New Hampshire
  Presenting Author