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ERIC Number: EJ1180445
Record Type: Journal
Publication Date: 2013-Nov
Pages: 10
Abstractor: As Provided
ISSN: ISSN-0119-5646
Pre-Service Primary Teachers' Free Problem-Posing Performances in the Context of Fractions: An Example from Turkey
Kiliç, Çigdem
Asia-Pacific Education Researcher, v22 n4 p677-686 Nov 2013
This study investigates the problems posed by Turkish pre-service primary teachers and explores the issues they encountered while posing problems related to fractions. A free problem-posing task was administered to 98 pre-service primary teachers who are in sixth academic term, and task-based interviews were conducted with eight volunteered participants. The data obtained from the study were analyzed using content analysis method. According to results of the study it was found that pre-service primary teachers primarily produced story problems including meanings of fractions, operations with fractions, and a combination as well as some irrelevant problems and non-story problems such as symbolic and story equations. Although the large majority of teacher candidates posed problems involving the operator meaning of fractions, a few participants posed problems including the division and subtraction operations. In free fraction problem-posing activities, participants had some difficulties choosing the right data and the correct fractional numbers when setting problems.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Turkey
Grant or Contract Numbers: N/A