International Electronic Journal of Mathematics Education

Pre-Service Teachers Making Sense of Fraction Division with Remainders
AMA 10th edition
In-text citation: (1), (2), (3), etc.
Reference: Sahin N, Gault R, Tapp L, Dixon JK. Pre-Service Teachers Making Sense of Fraction Division with Remainders. INT ELECT J MATH ED. 2020;15(1), em0552. https://doi.org/10.29333/iejme/5934
APA 6th edition
In-text citation: (Sahin et al., 2020)
Reference: Sahin, N., Gault, R., Tapp, L., & Dixon, J. K. (2020). Pre-Service Teachers Making Sense of Fraction Division with Remainders. International Electronic Journal of Mathematics Education, 15(1), em0552. https://doi.org/10.29333/iejme/5934
Chicago
In-text citation: (Sahin et al., 2020)
Reference: Sahin, Nesrin, Rebecca Gault, Laura Tapp, and Juli K. Dixon. "Pre-Service Teachers Making Sense of Fraction Division with Remainders". International Electronic Journal of Mathematics Education 2020 15 no. 1 (2020): em0552. https://doi.org/10.29333/iejme/5934
Harvard
In-text citation: (Sahin et al., 2020)
Reference: Sahin, N., Gault, R., Tapp, L., and Dixon, J. K. (2020). Pre-Service Teachers Making Sense of Fraction Division with Remainders. International Electronic Journal of Mathematics Education, 15(1), em0552. https://doi.org/10.29333/iejme/5934
MLA
In-text citation: (Sahin et al., 2020)
Reference: Sahin, Nesrin et al. "Pre-Service Teachers Making Sense of Fraction Division with Remainders". International Electronic Journal of Mathematics Education, vol. 15, no. 1, 2020, em0552. https://doi.org/10.29333/iejme/5934
Vancouver
In-text citation: (1), (2), (3), etc.
Reference: Sahin N, Gault R, Tapp L, Dixon JK. Pre-Service Teachers Making Sense of Fraction Division with Remainders. INT ELECT J MATH ED. 2020;15(1):em0552. https://doi.org/10.29333/iejme/5934

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.

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