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http://dx.doi.org/10.7468/jksmec.2016.19.1.19

An Analysis of Pre-service Teachers' Pedagogical Content Knowledge about Story Problem for Division of Fractions  

Noh, Jihwa (Department of Mathematics Education, Pusan National University)
Ko, Ho Kyoung (Graduate School of Education, Ajou University)
Huh, Nan (Graduate School of Education, Kyonggi University)
Publication Information
Education of Primary School Mathematics / v.19, no.1, 2016 , pp. 19-30 More about this Journal
Abstract
This study examined pre-service teachers' pedagogical content knowledge of fraction division in a context where they were asked to write a story problem for a symbolic expression illustrating a whole number divided by a proper fraction. Problem-posing is an important instructional strategy with the potential to create meaningful contexts for learning mathematical concepts, especially when real-world applications are intended. In this study, story problems written by 135 elementary pre-service teachers were analyzed with respect to mathematical correctness. error types, and division models. Patterns and tendencies in elementary pre-service teachers' knowledge of fraction division were identified. Implicaitons for teaching and teacher education are discussed.
Keywords
story probelm; division of fractions; PCK;
Citations & Related Records
Times Cited By KSCI : 2  (Citation Analysis)
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