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首页> 外文期刊>Journal of mathematics teacher education >Pre-K-8 prospective teachers’ understanding of fractions: An extension of fractions schemes and operations research
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Pre-K-8 prospective teachers’ understanding of fractions: An extension of fractions schemes and operations research

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

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In an effort to expand our knowledge base pertaining to pre-K-8 prospective teachers’ understanding of fractions, the present study was designed to extend the work on fractions schemes and operations to this population. One purpose of our study was to validate the fractions schemes and operations hierarchy with the pre-K-8 prospective teacher population to determine whether this population follows the same trajectory as upper elementary and middle school students. A second purpose of our study was to identify which of the fractions schemes and operations our sample of prospective teachers demonstrated evidence of having constructed along with what this tells us about prospective teachers’ understanding of fractions. We were able to validate the hierarchy for this population, meaning that each lower-level fraction scheme/operation appeared to be a prerequisite to the higher-level schemes/operations. We found that although most of the prospective teachers had constructed the lower-level schemes and operations, less than half had constructed the more sophisticated ones. An unexpected result related to the association between the coordination of three levels of units and the iterative fraction scheme is addressed. Prospective teachers’ reliance on procedural knowledge related to fractions also presented a challenge to assessing, in particular, their ability to coordinate three levels of units. We conclude with implications for research and practice in mathematics courses intended for pre-K-8 prospective teachers.
机译：旨在扩展我们对K-8前期教师对分数的理解有关的知识基础，本研究旨在将该研究延伸到该群体的分数方案和操作的工作。我们研究的一个目的是通过预计k-8前瞻性教师人口验证分数计划和运营等级，以确定这些人口是否遵循与上部小学和中学生相同的轨迹。我们研究的第二个目的是确定我们预期教师样本的分数方案和行动，证明了与这相关的证据表明这与我们讲述了对期教师对分数的理解。我们能够验证该群体的层次结构，这意味着每个较低级别的分数方案/操作似乎是更高级别方案/操作的先决条件。我们发现，尽管大多数未来的教师构建了较低级别的方案和操作，但不到一半的构建了更复杂的方案。解决了与三级单位和迭代分数方案的协调之间相关的意外结果。预期教师依赖与分数相关的程序知识也提出了评估的挑战，特别是他们协调三个单位的能力。我们的结论是对用于预期前瞻性教师的数学课程的研究和实践的含义。

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