id: 06312011
dt: j
an: 2014d.00527
au: Olanoff, Dana; Lo, Jane-Jane; Tobias, Jennifer M.
ti: Mathematical content knowledge for teaching elementary mathematics: a focus
on fractions.
so: Math. Enthus. 11, No. 2, 267-310 (2014).
py: 2014
pu: Information Age Publishing (IAP), Charlotte, NC; University of Montana,
Department of Mathematical Sciences, Missoula, MT
la: EN
cc: F49 B50
ut: subject content knowledge; preservice teacher education; primary education;
research; state of the art; bibliographies; fractions; rational
numbers; concepts; fraction operations; teacher characteristics
ci:
li: http://www.math.umt.edu/tmme/vol11no2/4_TMEvol11no2_Olanoffetal_pp.267_310.pdf
ab: Summary: This article presents a research summary of prospective elementary
teachers’ (PTs’) mathematical content knowledge in the area of
fractions. The authors conducted an extensive review of the research
literature and present the findings across three time frames: a
historical look (pre-1998), a current perspective (1998‒2011), and a
look at the horizon (2011‒2013). We discuss 43 articles written
across these time frames that focus on PTs’ fraction knowledge.
Consistent across these papers is that PTs’ fraction knowledge is
relatively strong when it comes to performing procedures, but that they
generally lack flexibility in moving away from procedures and
using“fraction number sense" and have trouble understanding the
meanings behind the procedures or why procedures work. Across the
timeframes, the trend in the research has moved from looking almost
entirely at PTs’ understanding of fraction operations, particularly
multiplication and division, to a more balanced study of both their
knowledge of operations and fraction concepts. What is lacking in the
majority of these studies are ways to help improve upon PTs’ fraction
content knowledge. Findings from this summary suggest the need for a
broader study of fractions in both content and methods courses for PTs,
as well as research into how PTs’ fraction content knowledge
develops.
rv: