Pre-Service Teachers Making Sense of Fraction Division with Remainders
Nesrin Sahin 1 * , Rebecca Gault 2, Laura Tapp 3, Juli K. Dixon 4
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1 University of Central Arkansas, USA2 University of West Georgia, USA3 Alvin College, USA4 University of Central Florida, USA* Corresponding Author

Abstract

This study reports an analysis of how pre-service teachers (n=34) made sense of fraction division with remainders using pictorial modeling strategies, and how small-group and whole-class discussion helped them develop conceptual understanding. One and a half class sessions were video recorded, and 12 interviews were conducted. Results indicate that pre-service teachers can develop a conceptual understanding of fraction division with remainders using modeling strategies, and their understanding emerges in three levels: a) level one: ignoring the remainder or labeling it incorrectly; b) level two: interpreting the remainder in the original unit but not relating it to the new unit; and c) level three: interpreting the remainder both in the original unit and the new unit flexibly.

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

INT ELECT J MATH ED, 2020, Volume 15, Issue 1, Article No: em0552

https://doi.org/10.29333/iejme/5934

Publication date: 24 Sep 2019

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Article Downloads: 1538

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