What Is a Fraction? Developing Fraction Understanding in Prospective Elementary Teachers

Stacy Reeder; Juliana Utley

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What Is a Fraction? Developing Fraction Understanding in Prospective Elementary Teachers

机译：什么是分数？在未来的基础教师中发展分数理解

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Classroom teachers need a well-developed deep understanding of fractions and pedagogic practices so they can provide meaningful experiences for students to explore and construct ideas about fractions. This study sought to examine prospective elementary teachers' understandings of fraction by focusing specifically on their use of fractions meanings and interpretations. Results indicated that prospective elementary teachers bring with them to their final methods course a limited understanding of fractions and that experiences in methods courses resulted only in minor improvement of those limited understandings. The limited part-whole understanding of fractions that prospective elementary teachers entered the course with was resilient. The implications of this study suggest a need for prospective elementary teachers to continue to develop their conceptual understanding of fractions and for changes to the content and instructional strategies of mathematics content courses designed for prospective elementary teachers.

机译：课堂教师需要对分数和教学方法有深入的了解，以便他们可以为学生提供有意义的经验，以探索和构造分数概念。本研究旨在通过重点研究分数的意义和解释，来检验准小学教师对分数的理解。结果表明，预期的基础教师对他们的最终方法课程的分数了解有限，而方法课程的经验仅对那些有限的理解有所改善。准小学教师进入课程时对部分分数的有限整体理解是有弹性的。这项研究的意义表明，有待准小学教师继续发展其对分数的概念理解，并需要改变为准小学教师设计的数学内容课程的内容和教学策略。

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《School Science and Mathematics》 |2017年第8期|307-316|共10页
作者
Stacy Reeder; Juliana Utley;
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University of Oklahoma;

Oklahoma State University;

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正文语种 eng
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机译：K-8前预期教师对分数的理解：分数方案和运营研究的延伸
2. Examining and elaborating upon the nature of elementary prospective teachers’ conceptions of partitive division with fractions [J] . Amanda Jansen, Charles Hohensee Journal of mathematics teacher education . 2016,第6期

机译：研究和阐述基本准教师对分数划分的概念的性质
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What Is a Fraction? Developing Fraction Understanding in Prospective Elementary Teachers

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