A Study on Elementary Preservice Teachers' Subject Matter Knowledge and Pedagogical Content Knowledge in Fraction-related Operations: A Teacher Education Perspective

예비 초등 교사들의 분수 연산에 관한 내용적 지식과 교수학적 지식 수준에 대한 연구: 교사교육적 관점

A case study was conducted to investigate the understandings of the subject matter knowledge and pedagogical content knowledge held by 63 elementary preservice teachers in dealing with the division by a fraction. The study results showed that, in terms of the subject matter knowledge, the preservice teachers did not have a conceptual understanding of the division by a fraction and, in terms of the pedagogical content knowledge, they depended heavily on algorithms without a conceptual understanding of the meaning of the division by a fraction.