Fraction Multiplication and Division Word Problems Posed by Different Years of Pre-Service Elementary Mathematics Teachers

Tuba Aydogdu Iskenderoglu


APA 6th edition
Iskenderoglu, T.A. (2018). Fraction Multiplication and Division Word Problems Posed by Different Years of Pre-Service Elementary Mathematics Teachers. European Journal of Educational Research, 7(2), 373-385. doi:10.12973/eu-jer.7.2.373

Harvard
Iskenderoglu T.A. 2018 'Fraction Multiplication and Division Word Problems Posed by Different Years of Pre-Service Elementary Mathematics Teachers', European Journal of Educational Research , vol. 7, no. 2, pp. 373-385. Available from: http://dx.doi.org/10.12973/eu-jer.7.2.373

Chicago 16th edition
Iskenderoglu, Tuba Aydogdu . "Fraction Multiplication and Division Word Problems Posed by Different Years of Pre-Service Elementary Mathematics Teachers". (2018)European Journal of Educational Research 7, no. 2(2018): 373-385. doi:10.12973/eu-jer.7.2.373

Abstract

It is important for pre-service teachers to know the conceptual difficulties they have experienced regarding the concepts of multiplication and division in fractions and problem posing is a way to learn these conceptual difficulties. Problem posing is a synthetic activity that fundamentally has multiple answers. The purpose of this study is to analyze the multiplication and division of fractions problems posed by pre-service elementary mathematics teachers and to investigate how the problems posed change according to the year of study the pre-service teachers are in. The study employed developmental research methods. A total of 213 pre-service teachers enrolled in different years of the Elementary Mathematics Teaching program at a state university in Turkey took part in the study. The “Problem Posing Test” was used as the data collecting tool. In this test, there are 3 multiplication and 3 division operations. The data were analyzed using qualitative descriptive analysis. The findings suggest that, regardless of the year, pre-service teachers had more conceptual difficulties in problem posing about the division of fractions than in problem posing about the multiplication of fractions.

Keywords: Pre-service mathematics teachers, fractions, problem posing, multiplication, division.


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