Examining Elementary Mathematics Teachers’ Understanding of Equivalent Fractions: A U.S.-Chinese Comparatives Analysis (Poster 45)

• In Event: AERA Poster Session Saturday 8:00 a.m.
  In Poster Session: Teachers' Knowledge and Teaching Practices in Mathematics

Abstract

This study investigates teachers' understanding of equivalent fractions (EF) by analyzing the interview data from six US and 5 Chinese elementary mathematics teachers. The findings show that US and Chinese teachers all had a sound understanding of EF and recognized the variety and importance of representations. US teachers described the models as a component of learning goals, while Chinese teachers regarded the models as a tool for students to learn EF. Finally, no teachers realized the differences and similarities among the models.

Author

• Ke Wang, Sam Houston State University