TY - JOUR
T1 - Elementary preservice teachers' knowledge, perceptions and attitudes towards fractions
T2 - A mixed-analysis
AU - Rosli, Roslinda
AU - Goldsby, Dianne
AU - Onwuegbuzie, Anthony J.
AU - Capraro, Mary Margaret
AU - Capraro, Robert M.
AU - Gonzalez, Elsa Gonzalez Y.
N1 - Publisher Copyright:
© 2020 Sriwijaya University. All rights reserved.
PY - 2020
Y1 - 2020
N2 - Previous research has shown knowledge, perceptions, and attitudes are essential factors during mathematics classroom instruction. The current study examined the effects of a 3-week fraction instructional unit using concrete models, problem-solving, and problem-posing to improve elementary preservice teachers' knowledge, perceptions and attitudes towards fractions. A quasi-experiment design was implemented to gather data via closed-ended, open-ended, and essay tasks from a convenience sampling of 71 female elementary preservice teachers during pre- and post-assessments. The study discovered that the select preservice teachers were weak in the content knowledge specifically on unit-whole, part-whole, equivalent area, arithmetic operations, and ordering fractional values. In contrast, the incorporation of concrete models, problem-solving and problem-posing was effective in improving the preservice teachers' level of pedagogical content knowledge, perceptions and attitudes towards fractions. Implications of the results and suggestions are discussed.
AB - Previous research has shown knowledge, perceptions, and attitudes are essential factors during mathematics classroom instruction. The current study examined the effects of a 3-week fraction instructional unit using concrete models, problem-solving, and problem-posing to improve elementary preservice teachers' knowledge, perceptions and attitudes towards fractions. A quasi-experiment design was implemented to gather data via closed-ended, open-ended, and essay tasks from a convenience sampling of 71 female elementary preservice teachers during pre- and post-assessments. The study discovered that the select preservice teachers were weak in the content knowledge specifically on unit-whole, part-whole, equivalent area, arithmetic operations, and ordering fractional values. In contrast, the incorporation of concrete models, problem-solving and problem-posing was effective in improving the preservice teachers' level of pedagogical content knowledge, perceptions and attitudes towards fractions. Implications of the results and suggestions are discussed.
KW - Elementary school
KW - Mixed methods
KW - Preservice teachers
KW - Problem posing
KW - Teacher preparation program
UR - http://www.scopus.com/inward/record.url?scp=85077215853&partnerID=8YFLogxK
U2 - 10.22342/jme.11.1.9482.59-76
DO - 10.22342/jme.11.1.9482.59-76
M3 - Article
AN - SCOPUS:85077215853
SN - 2087-8885
VL - 11
SP - 59
EP - 76
JO - Journal on Mathematics Education
JF - Journal on Mathematics Education
IS - 1
ER -