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ERIC Number: EJ938690
Record Type: Journal
Publication Date: 2008-Dec
Pages: 31
Abstractor: As Provided
Reference Count: 43
ISSN: ISSN-0002-8312
An Extensive Analysis of Preservice Elementary Teachers' Knowledge of Fractions
Newton, Kristie Jones
American Educational Research Journal, v45 n4 p1080-1110 Dec 2008
The study of preservice elementary teachers' knowledge of fractions is important because fractions are notoriously difficult to learn and teach. Unfortunately, studies of preservice teachers' fraction knowledge are limited and have focused primarily on division. The present study included all four operations to provide a more comprehensive understanding of this knowledge. Because knowledge is complex, it was examined in five ways: computational skill, basic concepts, word problems, flexibility, and transfer. To further capture the complexity of knowledge, solution methods were examined for patterns that might reveal understandings and misconceptions. Data were gathered before and after a course designed to deepen preservice teachers' knowledge. Quantitative and qualitative shifts occurred during the semester, but flexibility and transfer were low. Implications for teacher education are discussed. (Contains 6 tables, 1 figure, and 1 note.)
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
IES Cited: ED512043