id: 06143151
dt: j
an: 2013b.00406
au: Lo, Jane-Jane; Luo, Fenqjen
ti: Prospective elementary teachersâ€™ knowledge of fraction division.
so: J. Math. Teach. Educ. 15, No. 6, 481-500 (2012).
py: 2012
pu: Springer Netherlands, Dordrecht
la: EN
cc: D50 F49 C49
ut: prospective elementary teacher; teacher education; fraction division;
mathematical knowledge for teaching
ci: ME 2000f.03889
li: doi:10.1007/s10857-012-9221-4
ab: Summary: Prospective elementary teachers must understand fraction division
deeply in order to meaningfully teach this topic to their future
students. This paper explores the nature of the subject content
knowledge of fraction division possessed by a group of Taiwanese
prospective elementary teachers at the beginning of their mathematics
methods course. The findings provide preliminary evidence that many
prospective Taiwanese elementary teachers have developed the knowledge
package of fraction division as described by {\it L. Ma} [Knowing and
teaching elementary mathematics: teachersâ€™ understanding of
fundamental mathematics in China and the United States. Mahwah:
Lawrence Erlbaum Associates (1999; ME 2000f.03889)]. The nature of
various strategies used by these teachers provides further illustration
of a secure common content knowledge that can serve as a benchmark for
the development of mathematics courses for prospective teachers.
However, the findings also show that the tasks of representing fraction
division, through either word problems or pictorial diagrams, are
challenging even for those highly proficient in elementary and middle
school mathematics. The broader implications of this research for the
international community are discussed, and recommendations for
elementary teacher education programs are presented.
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