An Analysis of Pre-service Teachers` Pedagogical Content Knowledge about Story Problem for Division of Fractions

- Journal title : Education of Primary School Mathematics
- Volume 19, Issue 1, 2016, pp.19-30
- Publisher : Korea Society of Mathematical Education
- DOI : 10.7468/jksmec.2016.19.1.19

Title & Authors

An Analysis of Pre-service Teachers` Pedagogical Content Knowledge about Story Problem for Division of Fractions

Noh, Jihwa; Ko, Ho Kyoung; Huh, Nan;

Noh, Jihwa; Ko, Ho Kyoung; Huh, Nan;

Abstract

This study examined pre-service teachers` pedagogical content knowledge of fraction division in a context where they were asked to write a story problem for a symbolic expression illustrating a whole number divided by a proper fraction. Problem-posing is an important instructional strategy with the potential to create meaningful contexts for learning mathematical concepts, especially when real-world applications are intended. In this study, story problems written by 135 elementary pre-service teachers were analyzed with respect to mathematical correctness. error types, and division models. Patterns and tendencies in elementary pre-service teachers` knowledge of fraction division were identified. Implicaitons for teaching and teacher education are discussed.

Keywords

story probelm;division of fractions;PCK;

Language

Korean

Cited by

1.

반성적 문제 만들기 활동이 초등학생들의 문제해결력 및 수학적 태도에 미치는 영향,배준환;박만구;

한국초등수학교육학회지, 2016. vol.20. 2, pp.311-331

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