Pre-Service Primary School Teachers’ Knowledge and Their Interpretation of Students’ Answers to a Measurement Division Problem with Fractions
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Título: | Pre-Service Primary School Teachers’ Knowledge and Their Interpretation of Students’ Answers to a Measurement Division Problem with Fractions |
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Autor/es: | Márquez Torres, Maximina | Fernández-Verdú, Ceneida | Callejo, Maria Luz |
Grupo/s de investigación o GITE: | Investigación y Formación Didáctica |
Centro, Departamento o Servicio: | Universidad de Alicante. Departamento de Innovación y Formación Didáctica |
Palabras clave: | Noticing | Teacher’s mathematical knowledge for teaching | Measurement division problems | Division of fractions |
Área/s de conocimiento: | Didáctica de la Matemática |
Fecha de publicación: | 8-dic-2021 |
Editor: | MDPI |
Cita bibliográfica: | Márquez M, Fernández C, Callejo ML. Pre-Service Primary School Teachers’ Knowledge and Their Interpretation of Students’ Answers to a Measurement Division Problem with Fractions. Mathematics. 2021; 9(24):3163. https://doi.org/10.3390/math9243163 |
Resumen: | During the last decades, research in teacher noticing has increased since its development is considered important in teacher training programs. An issue that needs more research is the relationship between teachers’ mathematical knowledge for teaching in a specific mathematical domain and their ability to notice. This study focuses on how pre-service primary school teachers (PPTs) solve a measurement division problem with fractions and interpret (score and justify) students’ answers to this problem. The participants were 84 PPTs who answered two tasks. Task 1 consisted of solving a measurement division problem with fractions. Task 2 involved interpreting (scoring and justifying) the answers of four primary school students to the problem. Responses to Task 1 were classified based on their accuracy and the procedure used. For Task 2, the scores given along with their justifications were analyzed. The results show that PPTs’ knowledge of division with fractions is limited and that they had difficulties in identifying conceptual errors in students’ answers. This study provides information on the relationships between PPTs’ knowledge of these types of problems and how PPTs interpret students’ answers. This information could aid in adjusting mathematical teaching knowledge in training programs. |
Patrocinador/es: | This research was funded, in part (M.M.) by Universidad de Los Lagos (Chile) y su Dirección de investigación and in part (C.F. and M.L.C.) by the project PID2020-116514GB-I00 del Ministerio de Ciencia e Innovación (Spain) and by the project coReflect@maths (2019-1-DE01-KA203-004947). coReflect@maths is co-funded by the Erasmus+ Programme of the European Union. |
URI: | http://hdl.handle.net/10045/120275 |
ISSN: | 2227-7390 |
DOI: | 10.3390/math9243163 |
Idioma: | eng |
Tipo: | info:eu-repo/semantics/article |
Derechos: | © 2021 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/). |
Revisión científica: | si |
Versión del editor: | https://doi.org/10.3390/math9243163 |
Aparece en las colecciones: | INV - IFD-DM - Artículos de Revistas |
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