Making Sense of Drawn Models for Operations of Fractions Involving Mixed Numbers
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This study examined preservice elementary teachers’ patterns and tendencies in thinking of drawn models of multiplication with fractions. In particular, it investigated preservice elementary teachers’ work in a context where they were asked to select among drawn models for symbolic expressions illustrating multiplication with non-whole number fractions including a mixed number. Preservice teachers’ interpretations of fraction multiplication used in interpreting different types of drawn models were analysed- both quantitatively and qualitatively. Findings and implications are discussed and further research is suggested.
Abstract
This study examined preservice elementary teachers’ patterns and tendencies in thinking of drawn models of multiplication with fractions. In particular, it investigated preservice elementary teachers’ work in a context where they were asked to select among drawn models for symbolic expressions illustrating multiplication with non-whole number fractions including a mixed number. Preservice teachers’ interpretations of fraction multiplication used in interpreting different types of drawn models were analysed- both quantitatively and qualitatively. Findings and implications are discussed and further research is suggested.
참고문헌 (18)
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