Article Per Year (5 Year)
p-Index From 2020 - 2025
1.978
P-Index
This Author published in this journals
All Journal Journal on Mathematics Education (JME) Union: Jurnal Ilmiah Pendidikan Matematika Prima: Jurnal Pendidikan Matematika Southeast Asian Mathematics Education Journal Pasundan Journal of Mathematics Education : Jurnal Pendidikan Matematika ICONESTH Journal on Mathematics Education
Rosli, Roslinda
Unknown Affiliation
Arts Humanities Computer Science & IT Dentistry Education Mathematics Neuroscience Nursing Public Health Social Sciences Other

Published : 11 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 11 Documents
Search

 1   2 
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.
Journal on Mathematics Education Vol. 11 No. 1 (2020): Journal on Mathematics Education
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

Show Abstract | Download Original | Original Source | Check in Google Scholar

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.
Co-Authors Ahmad Amarullah, Ahmad Arif Hidayat Bakar, Nurul Shahhida Abu Capraro, Mary Margaret Capraro, Robert M Capraro, Robert M. Fitriati Goldsby, Dianne Gonzalez, Elsa Gonzalez Y Gonzalez, Elsa Gonzalez Y. Gumilar, Aris H Iksan, Zanaton Haswati, Desty juju, juju julaeha Maat, Siti Mistima Nur Choiro Siregar, Nur Choiro Onwuegbuzie, Anthony J Onwuegbuzie, Anthony J. Rahman, Noor Anita Rambely, Azmin Sham Warsito Warsito