HOW PRE-SERVICE TEACHERS’ FRACTIONAL CONCEPTS RELATE TO THEIR ABILITIES TO SOLVE PROBLEMS INVOLVING MORE ADVANCED FRACTIONAL KNOWLEDGE?

• In Event: TEACHER EDUCATION & KNOWLEDGE: PRESERVICE TEACHERS' FRACTION KNOWLEDGE

Description

This study investigated how pre-service teachers’ fractional concepts are related to solving problems involving advanced fractional knowledge. 96 Participants took a written test including three fractions questions about fraction concept, fraction comparison, and multiplicative relationship involving fraction quantities and composite units. The data were analyzed using an inductive content analysis approach. Findings suggest that many of our PSTs developed limited understanding of fraction sub-constructs and thereby were not able to solve the three problems. This finding highlights that PSTs’ understanding of fractions as measure and operator may be a foundation of solving problems involving advanced fractional knowledge.

Authors

• Mi Yeon Lee, Arizona State University

• Ji-Won Son, University at Buffalo-The SUNY

• Talal Arabeyyat, University at Buffalo