Examining the Changes in Prospective Teachers’ Knowledge on Writing Story Problems

Yıl 2018, Cilt: 5 Sayı: 4, 123 - 131, 03.12.2018

Nesrin Sahin , James Fetterly Sirin Budak Wesley Martsching

Öz

We investigated how an instruction on conceptual understanding of fraction concepts and operations, and an instruction on writing story problems changed prospective teachers’ (PTs) knowledge on writing story problems for fraction number sentences. We also compared the effect of two instructional approaches, error analysis and direct instruction, on PTs’ knowledge for writing story problems. Receiving an instruction on fraction concepts and operations, and on writing story problems had a significant effect on PTs’ knowledge on writing story problems. However, we did not find any significant difference between the two instructional approaches. In general, writing story problems for fraction addition number sentences was easy for most PTs before they received the instruction. PTs showed the highest improvement for fraction subtraction and division number sentences, however writing story problems for fraction multiplication number sentences remained as a challenge for most PTs.

Anahtar Kelimeler

fractions, fraction operations, story problems, elementary mathematics

Examining the Changes in Prospective Teachers’ Knowledge on Writing Story Problems

Öz

We
investigated how an instruction on conceptual understanding of fraction
concepts and operations, and an instruction on writing story problems changed
prospective teachers’ (PTs) knowledge on writing story problems for fraction
number sentences. We also compared the effect of two instructional approaches,
error analysis and direct instruction, on PTs’ knowledge for writing story
problems. Receiving an instruction on fraction concepts and operations, and on
writing story problems had a significant effect on PTs’ knowledge on writing
story problems. However, we did not find any significant difference between the
two instructional approaches. In general, writing story problems for fraction
addition number sentences was easy for most PTs before they received the
instruction. PTs showed the highest improvement for fraction subtraction and
division number sentences, however writing story problems for fraction
multiplication number sentences remained as a challenge for most PTs.

Anahtar Kelimeler

fractions, fraction operations, story problems, elementary mathematics

Kaynakça

• Alexander, C. M., & Ambrose, R. C. (2010). Digesting Student-Authored Story Problems. Mathematics Teaching in the Middle School, 16(1), 27-33.
• Ann, S., Kulm, G. & Wu, Z. (2004). The Pedagogical content knowledge of middle school mathematics teachers in China and the U.S. Journal of Mathematics Teacher Education, 7, 145-172.
• Barlow, A. T., & Drake, J. M. (2008). Division by a fraction: Assessing understanding through problem writing. Mathematics Teaching in the Middle School, 13(6), 326-332.
• Cramer, K., & Whitney, S. (2010). Learning rational number concepts and skills in elementary school classrooms. Teaching and learning mathematics: Translating research for elementary school teachers, 15-22.
• Dixon, J. K., Andreasen, J. B., Avila, C. L., Bawatneh, Z., Deichert, D. L., Howse, T. D., & Turner, M. S. (2014). Redefining the whole: Common errors in elementary preservice teachers’ self-authored word problems for fraction subtraction. Investigations in Mathematics Learning, 7(1), 1-22.
• Ma, L. (2010). Knowing and teaching elementary mathematics: Teachers' understanding of fundamental mathematics in China and the United States. Routledge.
• McAllister, C. J., & Beaver, C. (2012). Identification of error types in preservice teachers' attempts to create fraction story problems for specified operations. School Science and Mathematics, 112(2), 88-98.
• National Mathematics Advisory Panel. (2008). Foundations for success: The final report of the National Mathematics Advisory Panel. Washington, DC: U.S. Department of Education.National Research Council, & Mathematics Learning Study Committee. (2001). Adding it up: Helping children learn mathematics. National Academies Press.
• Pirie, S. (2002). Problem posing: What can it tell us about students’ mathematical understanding? In D. Mewborn, P. Sztajn, E. White, H. Wiegel, R. Bryant & K. Nooney (Eds.), Psychology of Mathematics Education North America (PME-NA), Athens, GA (pp. 927–958, vol 1-4). Columbus, OH: Eric Clearinghouse for Science, Mathematics, and Environmental Education.
• Rittle-Johnson, B., & Koedinger, K. R. (2005). Designing knowledge scaffolds to support mathematical problem-solving. Cognition and Instruction, 23(3), 313-349.
• Rubenstein, R. N., & Thompson, D. R. (2001). Learning mathematical symbolism: Challenges and instructional strategies. The Mathematics Teacher, 94(4), 265.