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Mathematical Knowledge in Teaching of Fraction Concepts Using Diagrammatical Approach

机译：用图解方法在分数概念教学中的数学知识

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摘要

Teachers need various types of knowledge in order to deliver various fraction concepts at elementary level. In this paper, Balls' framework (2008) or, Mathematical Knowledge for Teaching (MKT) is used as benchmark guideline. This paper investigates and explores component of MKT knowledge among eight experienced teachers of the primary school. Data was collected using paper pencil test, interview and video recording. This paper, narrowed to teacher's knowledge and their practices while teaching of various fractions concepts using diagrammatical approach in present of MKT. The data gathered from teachers were analyzed using thematic analysis techniques. The results indicated that teachers lack various components of MKT knowledge as a proposal by various researchers and assumed that teaching as procedural more than enough due to lack of deep understanding of mathematics and the various types of MKT is not required due to the present of practices in the mathematics classroom.
机译：教师需要各种类型的知识，以便在基本一级提供各种分数概念。在本文中，球框架（2008）或教学的数学知识（MKT）用作基准指南。本文调查并探讨了八所经验丰富的小学教师中的MKT知识的组成部分。使用纸张铅笔测试，访谈和视频录制收集数据。本文缩小了教​​师的知识及其实践，同时使用MKT的目的示意方法教学各种分数概念。使用主题分析技术分析了教师收集的数据。结果表明，教师缺乏MKT知识的各个组成部分，作为各种研究人员的提案，并假设教学由于缺乏对数学的深刻理解，并且由于实践而不需要各种类型的MKT，因此不需要各种类型的MKT数学课堂。

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