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The study of preservice elementary teachers’ knowledge of fractions is importantbecause fractions are notoriously difficult to learn and teach. Unfortunately,studies of preservice teachers’ fraction knowledge are limited and have focusedprimarily on division. The present study included all four operations to provide amore comprehensive understanding of this knowledge. Because knowledge is complex, itwas examined in five ways: computational skill, basic concepts, word problems,flexibility, and transfer. To further capture the complexity of knowledge, solutionmethods were examined for patterns that might reveal understandings andmisconceptions. Data were gathered before and after a course designed to deepenpreservice teachers’ knowledge. Quantitative and qualitative shifts occurred duringthe semester, but flexibility and transfer were low. Implications for teachereducation are discussed.
American Educational Research Journal – SAGE
Published: Dec 1, 2008
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