Prospective Teachers’ Interpretation of Multiplicative Situations With Fractions

• In Event: Saturday Roundtable 7:45 am
  In Roundtable Session: Preservice Teachers' Understanding of Mathematics (Table 6)

Abstract

Multiplicative situations with fractions are at the heart of middle school mathematics. Through coursework that emphasizes the importance of fraction-as-number and various interpretations of multiplicative situations with fractions with various curriculum materials, prospective teachers would be more competent in operating with fractions. In this study, we examined middle school prospective teachers’ interpretations of multiplicative situations–multiplication and division–when solving word problems with fractions. The data were collected from 13 middle school prospective teachers’ final exam problems completed as part of a content course at a large public university in the Southeastern United States. This study can shed light to the teacher education programs in their curriculum interventions for fractions with multiplication and division concepts.

Authors

• Merve Nur Kursav, Dartmouth College and CPM Educational Program

• Ayhan Kursat Erbas, Middle East Technical University

• Andrew G. Izsak, Tufts University