Grade 6 teachers’ s mathematical Knowledge for teaching: The concept of fractions

Year 2021, Volume: 9 Issue: 4, 283 - 297, 15.12.2021

France Machaba Margaret Moloto

https://doi.org/10.17478/jegys.1000495

Abstract

This article report on two case studies in which we explored two Grade 6 teachers’ mathematical knowledge for teaching the concept of fraction. We were interested in the mathematical knowledge teachers need to know, and how to use, to teach the concept of fraction. Of the two teachers sampled, one teacher (Rose) tried to unpack the fraction concept of fraction emphasising the understanding of mathematical concepts through using various modes of representation in teaching the concept of fraction and uses fractional manipulatives to emphasise the understanding of the concept. On the other hand, the teacher (Eddy) emphasized procedural knowledge. Eddy used the traditional way of teaching fractions, encouraging learners to memorise rules without understanding. The learners were just blind followers of the rules because they did not tell them where the rules originated, while Rose tried to use various modes of representation in teaching the concept of fraction

Keywords

Fraction concept, models, constructivism, Pedagogical Content Knowledge (PCK), mathematical knowledge for teaching (MKT).

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