PME-NA

Enhancing Preservice Teachers’ Understanding of Fraction Division Through GeoGebra-Supported Multiple Conceptualizations and Representations

• In Event: Technology in Teacher Education

Description

This study examines how instruction integrating multiple conceptualizations and representations, supported by GeoGebra, impacts preservice mathematics teachers' (PSMTs) understanding of fraction division. Eleven PSMTs participated in a three 75-minute instructional sessions, collaboratively solving conceptualization-specific fraction division problems using multiple representations facilitated by GeoGebra applets. Data were collected through pre- and post-instruction tasks in which participants explained fraction division problems using stories, verbal reasoning, and visual representations. Qualitative analysis revealed significant improvements in participants’ ability to conceptualize fraction division problems, particularly those involving fraction divisors, as well as greater clarity and accuracy in their verbal explanations and visual representations of the division process.

Authors

• Jiexin Gan, The Pennsylvania State University

• Xiangquan Yao, Pennsylvania State University