Elementary preservice teachers' knowledge, perceptions and attitudes towards fractions: A mixed-analysis

Roslinda Rosli, Dianne Goldsby, Anthony J. Onwuegbuzie, Mary Margaret Capraro, Robert M. Capraro, Elsa Gonzalez Y. Gonzalez

Research output: Contribution to journalArticle

Abstract

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.

Original languageEnglish
Pages (from-to)59-76
Number of pages18
JournalJournal on Mathematics Education
Volume11
Issue number1
DOIs
Publication statusPublished - 1 Jan 2020

Fingerprint

Teacher Knowledge
Pre-service Teachers
teacher
Unit
Fractional
mathematics
instruction
Closed
classroom
experiment
Model
Experiment
Knowledge
Values

Keywords

  • Elementary school
  • Mixed methods
  • Preservice teachers
  • Problem posing
  • Teacher preparation program

ASJC Scopus subject areas

  • Education
  • Mathematics(all)

Cite this

Elementary preservice teachers' knowledge, perceptions and attitudes towards fractions : A mixed-analysis. / Rosli, Roslinda; Goldsby, Dianne; Onwuegbuzie, Anthony J.; Capraro, Mary Margaret; Capraro, Robert M.; Gonzalez, Elsa Gonzalez Y.

In: Journal on Mathematics Education, Vol. 11, No. 1, 01.01.2020, p. 59-76.

Research output: Contribution to journalArticle

Rosli, Roslinda ; Goldsby, Dianne ; Onwuegbuzie, Anthony J. ; Capraro, Mary Margaret ; Capraro, Robert M. ; Gonzalez, Elsa Gonzalez Y. / Elementary preservice teachers' knowledge, perceptions and attitudes towards fractions : A mixed-analysis. In: Journal on Mathematics Education. 2020 ; Vol. 11, No. 1. pp. 59-76.
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