An Extensive Analysis of Preservice Elementary Teachers’ Knowledge of Fractions
An Extensive Analysis of Preservice Elementary Teachers’ Knowledge of Fractions
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职前小学教师分数知识的广泛分析
DOI：
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发表时间：
2008
期刊：
影响因子：
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通讯作者：
K. Newton
中科院分区：
文献类型：
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作者：
K. Newton
研究学前小学教师的分数知识是很重要的，因为分数是出了名的难学难教。遗憾的是，关于职前教师分数知识的研究很有限，而且主要集中在除法方面。本研究包括了所有四种手术，以提供对这一知识的更全面的了解。由于知识是复杂的，我们从五个方面对其进行了考察：计算技能、基本概念、应用题、灵活性和迁移。为了进一步捕捉知识的复杂性，我们检查了解决方法，以寻找可能揭示理解和误解的模式。在一门旨在加深职前教师知识的课程前后收集了数据。在学期中出现了数量和质量的变化，但灵活性和迁移能力较低。对教师教育的启示也进行了讨论。
The study of preservice elementary teachers’ knowledge of fractions is important because fractions are notoriously difficult to learn and teach. Unfortunately, studies of preservice teachers’ fraction knowledge are limited and have focused primarily on division. The present study included all four operations to provide a more comprehensive understanding of this knowledge. Because knowledge is complex, it was examined in five ways: computational skill, basic concepts, word problems, flexibility, and transfer. To further capture the complexity of knowledge, solution methods were examined for patterns that might reveal understandings and misconceptions. Data were gathered before and after a course designed to deepen preservice teachers’ knowledge. Quantitative and qualitative shifts occurred during the semester, but flexibility and transfer were low. Implications for teacher education are discussed.