Pre-service teachers’ flexibility with referent units in solving a fraction division problem
Pre-service teachers’ flexibility with referent units in solving a fraction division problem
复制标题
职前教师在解决分数除法问题时使用参考单位的灵活性
DOI：
10.1007/s10649-017-9771-6
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发表时间：
2017
影响因子：
3.2
通讯作者：
Mi Yeon Lee
中科院分区：
文献类型：
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作者：
Mi Yeon Lee
本研究采用长度模型，考察了111名职前教师在解决分数除法问题时的灵活性。采用归纳内容分析法，分析了参与者对测量分数除法问题的书面解决方案的策略和错误类型。研究结果表明，大多数PST可以计算分数除法和等效分数的程序，但没有测量除法与分数数量或等效分数的数量意义。最后讨论了提高小学教师分数除法教学专业知识水平的启示。
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.