Pre-service teachers’ flexibility with referent units in solving a fraction division problem

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6 Scopus citations

Abstract

This study investigated 111 pre-service teachers’ (PSTs’) flexibility with referent units in solving a fraction division problem using a length model. Participants’ written solutions to a measurement fraction division problem were analyzed in terms of strategies and types of errors, using an inductive content analysis approach. Findings suggest that most PSTs could calculate fraction division and make equivalent fractions procedurally but did not have the quantitative meanings of measurement division with fraction quantities or of making equivalent fractions. Implications are discussed for the improvement of PSTs’ specialized knowledge for teaching fraction division.

Original languageEnglish (US)
Pages (from-to)1-22
Number of pages22
JournalEducational Studies in Mathematics
DOIs
StateAccepted/In press - Jul 13 2017

Keywords

  • Fraction division
  • Pedagogical content knowledge
  • Quantitative approach
  • Referent units
  • Visual representations

ASJC Scopus subject areas

  • Mathematics(all)
  • Social Sciences(all)

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