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ERIC Number: EJ1123161
Record Type: Journal
Publication Date: 2013
Pages: 20
Abstractor: As Provided
ISSN: ISSN-1085-5300
Fractions as a Foundation for Algebra within a Sample of Prospective Teachers
Zientek, Linda Reichwein; Younes, Rayya; Nimon, Kim; Mittag, Kathleen Cage; Taylor, Sharon
Research in the Schools, v20 n1 p76-95 Spr 2013
Improving the mathematical skills of the next generation of students will require that elementary and middle school teachers are competent and confident in their abilities to perform fraction operations and to solve algebra equations The present study was conducted to (a) quantify relationships between prospective teachers' abilities to perform fraction operations and their abilities to solve algebra equations, and (b) explore prospective teachers' levels of confidence and bias with respect to their abilities to perform fraction operations and to solve linear algebra equations containing fractions. Data were collected from prospective teachers (n = 573) who had completed a mathematics course required of education majors. The multivariate effect size for the analysis used to address the first research questions was quite large (R[subscript c][superscript 2] = 40.6%). With respect to the second research question, we determined that the prospective teachers varied in the accuracy and bias of their confidence levels according to problem type, but tended overall to be overconfident, and had more dispersed levels of bias when they obtained incorrect answers.
Mid-South Educational Research Association (MSERA). Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Elementary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A