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ERIC Number: EJ1103431
Record Type: Journal
Publication Date: 2016
Pages: 10
Abstractor: As Provided
ISSN: EISSN-2065-1430
Primary Student Teachers' Perspectives of the Teaching of Fractions
Savas Basturk
Acta Didactica Napocensia, v9 n1 p35-44 2016
The aim of this study was to investigate primary student teachers' perspectives of the teaching of fractions, i.e. their PCK of fractions. The research design used for the study was a descriptive survey method. As data collection instrument, we conducted a questionnaire composing of 14 open and closed-ended questions. The questionnaire was administered to 126 third grade primary student teachers at the department of primary teacher education in Sinop University. There were 91 females and 35 males. In the analysis of open-ended questions, the participants' responses were qualitatively analysed to characterize patterns and categorize answers. Questionnaires were analysed by using open coding. The results of the study indicated that, when saying fractions, first thing which comes in the student teachers' mind is the meaning "part-whole" of fractions. By supporting on the relevant literature, it can be asserted that, only this meaning is not sufficient to provide better understanding of fractions among students. In parallel, activities that most of the student teachers prefer for the introduction to fractions are closely related to this meaning such as dividing a cake, a breath, etc. into equals parts or shading a region.
Babes-Bolyai University. Kogainiceanu 1, Cluj-Napoca, 400084 Romania. e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Primary Education; Early Childhood Education; Elementary Education; Grade 3
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Turkey
Grant or Contract Numbers: N/A