Preservice Elementary Teachers’ Mathematical Knowledge on Fractions as Operator in Word Problems
The preservice primary school mathematics teacher needs training that focuses on school mathematics and its didactics. Research has shown the importance of developing mathematical content knowledge as well as adequate didactic knowledge. Teacher education programs must address both to provide an eff...
| Main Authors: | , , |
|---|---|
| Format: | info:eu-repo/semantics/article |
| Language: | English |
| Published: |
MDPI
2022
|
| Subjects: | |
| Online Access: | http://hdl.handle.net/10835/13226 |
| _version_ | 1789406270785060864 |
|---|---|
| author | López Martín, María Del Mar Aguayo Arriagada, Carmen Gloria García López, María Del Mar |
| author_facet | López Martín, María Del Mar Aguayo Arriagada, Carmen Gloria García López, María Del Mar |
| author_sort | López Martín, María Del Mar |
| collection | DSpace |
| description | The preservice primary school mathematics teacher needs training that focuses on school mathematics and its didactics. Research has shown the importance of developing mathematical content knowledge as well as adequate didactic knowledge. Teacher education programs must address both to provide an effective teaching-learning process. The present research aims to assess the mathematical content knowledge of 194 prospective teachers about fraction word problems faced by students at the Primary Education stage, based on the Mathematics Teachers′ Specialized Knowledge (MTSK) model. By means of the preservice teachers’ written answers, we explored their knowledge and identified the associated error to fraction word problems (one-step and multistep) in which the fraction has a meaning as an operator. Preservice teachers showed some difficulties when working with this content, difficulties that were intensified when they solved multistep problems. The most common error founded in both types of problems is related to the meaning of fraction as operator. The results show a weak prior mathematical content knowledge and as a consequence, it is necessary to establish preventive actions in the training degrees since an insufficient mathematical content knowledge prevents them having a proper didactic knowledge. |
| format | info:eu-repo/semantics/article |
| id | oai:repositorio.ual.es:10835-13226 |
| institution | Universidad de Cuenca |
| language | English |
| publishDate | 2022 |
| publisher | MDPI |
| record_format | dspace |
| spelling | oai:repositorio.ual.es:10835-132262023-04-12T19:11:18Z Preservice Elementary Teachers’ Mathematical Knowledge on Fractions as Operator in Word Problems López Martín, María Del Mar Aguayo Arriagada, Carmen Gloria García López, María Del Mar primary education mathematical knowledge fraction word problem fractions as operator teacher training The preservice primary school mathematics teacher needs training that focuses on school mathematics and its didactics. Research has shown the importance of developing mathematical content knowledge as well as adequate didactic knowledge. Teacher education programs must address both to provide an effective teaching-learning process. The present research aims to assess the mathematical content knowledge of 194 prospective teachers about fraction word problems faced by students at the Primary Education stage, based on the Mathematics Teachers′ Specialized Knowledge (MTSK) model. By means of the preservice teachers’ written answers, we explored their knowledge and identified the associated error to fraction word problems (one-step and multistep) in which the fraction has a meaning as an operator. Preservice teachers showed some difficulties when working with this content, difficulties that were intensified when they solved multistep problems. The most common error founded in both types of problems is related to the meaning of fraction as operator. The results show a weak prior mathematical content knowledge and as a consequence, it is necessary to establish preventive actions in the training degrees since an insufficient mathematical content knowledge prevents them having a proper didactic knowledge. 2022-02-09T18:10:37Z 2022-02-09T18:10:37Z 2022-01-28 info:eu-repo/semantics/article 2227-7390 http://hdl.handle.net/10835/13226 10.3390/math10030423 en https://www.mdpi.com/2227-7390/10/3/423 Attribution-NonCommercial-NoDerivatives 4.0 Internacional http://creativecommons.org/licenses/by-nc-nd/4.0/ info:eu-repo/semantics/openAccess MDPI |
| spellingShingle | primary education mathematical knowledge fraction word problem fractions as operator teacher training López Martín, María Del Mar Aguayo Arriagada, Carmen Gloria García López, María Del Mar Preservice Elementary Teachers’ Mathematical Knowledge on Fractions as Operator in Word Problems |
| title | Preservice Elementary Teachers’ Mathematical Knowledge on Fractions as Operator in Word Problems |
| title_full | Preservice Elementary Teachers’ Mathematical Knowledge on Fractions as Operator in Word Problems |
| title_fullStr | Preservice Elementary Teachers’ Mathematical Knowledge on Fractions as Operator in Word Problems |
| title_full_unstemmed | Preservice Elementary Teachers’ Mathematical Knowledge on Fractions as Operator in Word Problems |
| title_short | Preservice Elementary Teachers’ Mathematical Knowledge on Fractions as Operator in Word Problems |
| title_sort | preservice elementary teachers’ mathematical knowledge on fractions as operator in word problems |
| topic | primary education mathematical knowledge fraction word problem fractions as operator teacher training |
| url | http://hdl.handle.net/10835/13226 |
| work_keys_str_mv | AT lopezmartinmariadelmar preserviceelementaryteachersmathematicalknowledgeonfractionsasoperatorinwordproblems AT aguayoarriagadacarmengloria preserviceelementaryteachersmathematicalknowledgeonfractionsasoperatorinwordproblems AT garcialopezmariadelmar preserviceelementaryteachersmathematicalknowledgeonfractionsasoperatorinwordproblems |