Preservice Teachers’ Fractional Reasoning and Their Intentions to Use a Dynamic Digital Tool: A Mixed-Methods Study Using FracTopia

• In Event: Exploring Various Teaching and Learning Methods of Mathematics Topics

Abstract

This study examines how elementary preservice teachers (PSTs) reasoned with FracTopia, a dynamic digital tool for visualizing fractions, and how their reasoning related to their intentions to use it in future teaching. Analyzing 360 responses across six fraction models, we categorized PSTs’ reasoning as computational, operational, or quantitative. Quantitative reasoning was strongly associated with higher intentions to adopt the tool. The findings highlight the mediating role of model-based reasoning in technology integration and suggest that deeper conceptual engagement fosters stronger instructional commitment. By linking reasoning types to adoption intent, this study expands the Technology Acceptance Model and informs how digital tools can shape pedagogical visions in mathematics education.

Authors

• Mi Yeon Lee, Arizona State University

• Sheunghyun Yeo, Daegu National University of Education

• Jinam Hwang, Yongjung Elementary School