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ERIC Number: EJ1237785
Record Type: Journal
Publication Date: 2020-Jan
Abstractor: As Provided
Elementary Preservice Teachers' Knowledge, Perceptions and Attitudes towards Fractions: A Mixed-Analysis
Rosli, Roslinda; Goldsby, Dianne; Onwuegbuzie, Anthony J.; Capraro, Mary Margaret; Capraro, Robert M.; Gonzalez, Elsa Gonzalez Y.
Journal on Mathematics Education, v11 n1 p59-76 Jan 2020
Previous research has shown knowledge, perceptions, and attitudes are essential factors during mathematics classroom instruction. The current study examined the effects of a 3-week fraction instructional unit using concrete models, problem-solving, and problem-posing to improve elementary preservice teachers' knowledge, perceptions and attitudes towards fractions. A quasi-experiment design was implemented to gather data via closed-ended, open-ended, and essay tasks from a convenience sampling of 71 female elementary preservice teachers during pre- and post-assessments. The study discovered that the select preservice teachers were weak in the content knowledge specifically on unit-whole, part-whole, equivalent area, arithmetic operations, and ordering fractional values. In contrast, the incorporation of concrete models, problem-solving and problemposing was effective in improving the preservice teachers' level of pedagogical content knowledge, perceptions and attitudes towards fractions. Implications of the results and suggestions are discussed.
Descriptors: Preservice Teachers, Student Attitudes, Knowledge Level, Fractions, Models, Problem Solving, Mathematics Instruction, Females, Pedagogical Content Knowledge, Instructional Effectiveness, Public Colleges, Experiential Learning, Mathematical Concepts, Preservice Teacher Education, Elementary Education
Indonesian Mathematical Society. Jl. Padang Selasa 524, Palembang, South Sumatra 30139, Indonesia. Tel: +618-127-106777; Fax: +627-113-20310; Web site: http://ejournal.unsri.ac.id/index.php/jme/issue/view/408
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Elementary Education
Authoring Institution: N/A
Identifiers - Location: Texas