Pre-service teachers' perceptions of the use of representations and suggestions for students' incorrect use

Mi Yeon Lee, Ji Eun Lee

Research output: Contribution to journalArticle

3 Scopus citations

Abstract

In this study, we investigated how elementary pre-service teachers (PSTs) perceive using representations in teaching mathematics and what fractional representations (e.g., manipulatives or models) they suggest to guide students' incorrect use of representations in learning fractions. A written questionnaire was administrated to 151 PSTs at a large Southwestern university in the US. An inductive content analysis approach including both qualitative and quantitative analyses was used to analyze the data. Findings suggested that fraction-related topics were the PSTs' main choices for using representations, and they valued understanding concepts and making connections between representations and concepts. Also, the findings showed the PSTs' tendency to use models procedurally and their predominant dependency on a few types of models (e.g., wedged circular models) in guiding students who use representations incorrectly. Implications for designing mathematics methods courses that support effective use of representations are discussed.

Original languageEnglish (US)
Article numberem1745
JournalEurasia Journal of Mathematics, Science and Technology Education
Volume15
Issue number9
DOIs
StatePublished - 2019

Keywords

  • Fraction models
  • Manipulatives
  • Preservice teachers
  • Representations
  • Teacher preparation

ASJC Scopus subject areas

  • Education
  • Applied Mathematics

Fingerprint Dive into the research topics of 'Pre-service teachers' perceptions of the use of representations and suggestions for students' incorrect use'. Together they form a unique fingerprint.

  • Cite this