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首页> 外文期刊>Journal of mathematics teacher education >The nature of prospective mathematics teachers' pedagogical content knowledge: The case of multiplication of fractions
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The nature of prospective mathematics teachers' pedagogical content knowledge: The case of multiplication of fractions

机译：预期数学教师的教学内容知识的性质：分数乘法的情况

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The purpose of this study was to investigate prospective mathematics teachers' knowledge of common conceptions and misconceptions that sixth and seventh grade students had about multiplication of fractions. In addition, prospective teachers' knowledge of the sources of these misconceptions and strategies they knew to overcome these misconceptions was examined. Data were collected from 17 Turkish prospective teachers at the end of the spring semester of the 2004-2005 academic year. A case study design was used in which data were collected through the Multiplication of Fractions Questionnaire and semi-structured interviews. The prospective teachers suggested many difficulties that elementary grade level students may have and stated that these difficulties stemmed from students' lack of formal knowledge and rote memorization of the algorithms. In addition, the prospective teachers suggested many strategies that could be used to overcome these misconceptions or difficulties. These strategies could be grouped under three headings: strategies based on teaching methods, strategies based on formal knowledge of fractions, and strategies based on psychological constructs.
机译：这项研究的目的是调查准数学老师对六年级和七年级学生关于分数乘法的常见概念和误解的了解。此外，还检验了准教师对这些误解的根源以及他们知道的克服这些误解的策略的知识。在2004-2005学年春季学期末，从17位土耳其准教师那里收集了数据。使用了案例研究设计，通过分数问卷调查和半结构化访谈收集了数据。准教师提出了小学一年级学生可能遇到的许多困难，并指出这些困难源于学生缺乏正式知识和对算法的死记硬背。此外，准教师建议了许多可用来克服这些误解或困难的策略。这些策略可以分为三个标题：基于教学方法的策略，基于分数的形式知识的策略以及基于心理结构的策略。

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