Teacher trainees' skills of using multiple representations in division of fractions and the procedural strategies they use other than the invert and multiply algorithm
Küçük Resim Yok
Tarih
2012
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
SILA SCIENCE
Erişim Hakkı
info:eu-repo/semantics/closedAccess
Özet
This study aims to determine the procedural strategies primary school teacher trainees use for division of fractions other than the invert and multiply algorithm. It also aims to discover teacher trainees' level of multiple representation skills and which representation system they are more successful at by specifying and comparing their procedural performances without using the given algorithm and their performances in carrying out the operation using a model and in problem posing. 106 teacher trainees participated in the study. Data was collected via a open-ended tailor-made test prepared by the teacher. The findings revealed that the strategy most frequently used by teacher trainees, other than the invert and multiply algorithm, was the common denominator strategy. Trainees' procedural performance was significantly different than their performance in carrying out the operation using a model and in problem posing in favour of their procedural performance. Teacher trainees' performances in carrying out the operations with a model and problem posing indicated that their conceptual knowledge of fraction divisions was weak.
Açıklama
Anahtar Kelimeler
Division of fractions, Problem posing, Model, Multiple representations
Kaynak
ENERGY EDUCATION SCIENCE AND TECHNOLOGY PART B-SOCIAL AND EDUCATIONAL STUDIES
WoS Q Değeri
N/A
Scopus Q Değeri
N/A
Cilt
4
Sayı
1
