Analyzing Pre-Service Primary Teachers’ Fraction Knowledge Structures through Problem Posing

Cigdem Kilic

doi:10.12973/eurasia.2015.1425a

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Cigdem Kilic ¹ ^*

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¹ Mersin University, TURKEY^* Corresponding Author

Abstract

In this study it was aimed to determine pre-service primary teachers’ knowledge structures of fraction through problem posing activities. A total of 90 pre-service primary teachers participated in this study. A problem posing test consisting of two questions was used and the participants were asked to generate as many as problems based on the following conditions: i) using both 1/2 and 3/4 fractions, and ii) using either 1/2 or 3/4 fractions. Data were analyzed using both semantic and constant comperative analysis techniques. The results of the study showed that there was substantial diversity in the problems posed by pre-service primary teachers. Moreover, participants preferred to pose story and symbolic equations in first task and story equation in second task. Furthermore, the participants faced some issues such as not realizing 1/2 + 3/4 situation is more than 1, missing data, choosing wrong number, using different fractions and posing non-fraction problem.

Keywords

fraction
knowledge structure
primary pre-service teacher
Problem Posing
teacher education

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, Volume 11, Issue 6, 2015, 1603-1619

https://doi.org/10.12973/eurasia.2015.1425a

Publication date: 16 Dec 2015

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How to cite this article

APA

Kilic, C. (2015). Analyzing Pre-Service Primary Teachers’ Fraction Knowledge Structures through Problem Posing. Eurasia Journal of Mathematics, Science and Technology Education, 11(6), 1603-1619. https://doi.org/10.12973/eurasia.2015.1425a

Vancouver

Kilic C. Analyzing Pre-Service Primary Teachers’ Fraction Knowledge Structures through Problem Posing. EURASIA J Math Sci Tech Ed. 2015;11(6):1603-19. https://doi.org/10.12973/eurasia.2015.1425a

AMA

Kilic C. Analyzing Pre-Service Primary Teachers’ Fraction Knowledge Structures through Problem Posing. EURASIA J Math Sci Tech Ed. 2015;11(6), 1603-1619. https://doi.org/10.12973/eurasia.2015.1425a

Chicago

Kilic, Cigdem. "Analyzing Pre-Service Primary Teachers’ Fraction Knowledge Structures through Problem Posing". Eurasia Journal of Mathematics, Science and Technology Education 2015 11 no. 6 (2015): 1603-1619. https://doi.org/10.12973/eurasia.2015.1425a

Harvard

Kilic, C. (2015). Analyzing Pre-Service Primary Teachers’ Fraction Knowledge Structures through Problem Posing. Eurasia Journal of Mathematics, Science and Technology Education, 11(6), pp. 1603-1619. https://doi.org/10.12973/eurasia.2015.1425a

MLA

Kilic, Cigdem "Analyzing Pre-Service Primary Teachers’ Fraction Knowledge Structures through Problem Posing". Eurasia Journal of Mathematics, Science and Technology Education, vol. 11, no. 6, 2015, pp. 1603-1619. https://doi.org/10.12973/eurasia.2015.1425a