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Capraro, Robert M
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Education Mathematics

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ELEMENTARY PRESERVICE TEACHERS’ KNOWLEDGE, PERCEPTIONS AND ATTITUDES TOWARDS FRACTIONS: A MIXED-ANALYSIS Rosli, Roslinda; Goldsby, Dianne; Capraro, Mary Margaret; Onwuegbuzie, Anthony J; Capraro, Robert M; Gonzalez, Elsa Gonzalez Y
Journal on Mathematics Education Vol 11, No 1 (2020)
Publisher : Department of Doctoral Program on Mathematics Education, Sriwijaya University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (572.637 KB) | DOI: 10.22342/jme.11.1.9482.59-76

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