Prospective elementary teachers’ knowledge of fraction division
Prospective elementary teachers’ knowledge of fraction division
复制标题
未来小学教师的分数除法知识
DOI：
10.1007/s10857-012-9221-4
复制
发表时间：
2012
影响因子：
2.1
通讯作者：
Fenqjen Luo
中科院分区：
文献类型：
--
作者：
Jane;Fenqjen Luo
未来的小学教师必须深入了解分数除法，以便有意义地向未来的学生教授这一主题。摘要本研究旨在探讨台湾准小学教师在数学方法课程开始时，分数除法的学科内容知识的性质。本研究结果提供初步证据，证明许多台湾准小学教师已发展出马老师所描述的分数除法知识包（认识与教授小学数学：中美教师对基础数学的理解）。Lawrence Erlbaum Associates, Mahwah, 1999)。这些教师使用的各种策略的性质进一步说明了一种安全的共同内容知识，可以作为未来教师开发数学课程的基准。然而，研究结果也表明，即使对那些精通小学和中学数学的人来说，通过文字问题或图形图表来表示分数除法的任务也是具有挑战性的。本文讨论了本研究对国际社会的广泛影响，并提出了对小学教师教育计划的建议。
Prospective elementary teachers must understand fraction division deeply in order to meaningfully teach this topic to their future students. This paper explores the nature of the subject content knowledge of fraction division possessed by a group of Taiwanese prospective elementary teachers at the beginning of their mathematics methods course. The findings provide preliminary evidence that many prospective Taiwanese elementary teachers have developed the knowledge package of fraction division as described by Ma (Knowing and teaching elementary mathematics: Teachers’ understanding of fundamental mathematics in China and the United States. Lawrence Erlbaum Associates, Mahwah, 1999). The nature of various strategies used by these teachers provides further illustration of a secure common content knowledge that can serve as a benchmark for the development of mathematics courses for prospective teachers. However, the findings also show that the tasks of representing fraction division, through either word problems or pictorial diagrams, are challenging even for those highly proficient in elementary and middle school mathematics. The broader implications of this research for the international community are discussed, and recommendations for elementary teacher education programs are presented.