Why Do Pre-Service Teachers Pose Multiplication Problems Instead of Division Problems in Fractions?
Yükleniyor...
Dosyalar
Tarih
2012
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
ELSEVIER SCIENCE BV
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
The aim of this study was to investigate pre-service elementary mathematics teachers' problem types which were posed for modeling fraction division. Data was collected from pre-service elementary mathematics teachers in the spring semester of 2010-2011 who were enrolled in a teacher education program at a public university. Data collection tool entailed pre-service elementary teachers posing world division problems corresponding to the fractions written in symbolic form. The results of the study revealed that pre-service elementary mathematics teachers posed problems involving fraction multiplication rather than fraction division and they used invert and multiply algorithm. There was evidence that they did not have adequate learning about fraction division.
Açıklama
4th World Conference on Educational Sciences (WCES) -- FEB 02-05, 2012 -- Univ Barcelona, Barcelona, SPAIN
Anahtar Kelimeler
Mathematics Education, Pre-Service Elemantary Mathematics Teachers, Problem Posing, Fraction Division
Kaynak
4th World Conference on Educational Sciences (WCES-2012)
WoS Q Değeri
N/A
Scopus Q Değeri
Cilt
46
Sayı
Künye
Ünlü, M., Ertekin, E., (2012). Why Do Pre-Service Teachers Pose Multiplication Problems Instead of Division Problems in Fractions?. Procedia Social and Behavioral Sciences, 46, 490-494.
DOI: 10.1016/j.sbspro.2012.05.148
