Ghent University Academic Bibliography

Advanced

Preservice elementary school teachers' knowledge of fractions: a mirror of students' knowledge?

Hendrik Van Steenbrugge UGent, E Lesage, Martin Valcke UGent and Annemie Desoete UGent (2014) JOURNAL OF CURRICULUM STUDIES. 46(1). p.138-161
abstract
This research analyses preservice teachers' knowledge of fractions. Fractions are notoriously difficult for students to learn and for teachers to teach. Previous studies suggest that student learning of fractions may be limited by teacher understanding of fractions. If so, teacher education has a key role in solving the problem. We first reviewed literature regarding students' knowledge of fractions. We did so because assessments of required content knowledge for teaching require review of the students' understanding to determine the mathematics difficulties encountered by students. The preservice teachers were tested on their conceptual and procedural knowledge of fractions, and on their ability in explaining the rationale for a procedure or the conceptual meaning. The results revealed that preservice teachers' knowledge of fractions indeed is limited and that last-year preservice teachers did not perform better than first-year preservice teachers. This research is situated within the broader domain of mathematical knowledge for teaching and suggests ways to improve instruction and student learning.
Please use this url to cite or link to this publication:
author
organization
year
type
journalArticle (original)
publication status
published
subject
keyword
WHOLE NUMBER, RATIONAL NUMBERS, INSTRUCTION, EDUCATION, MULTIPLICATION, CURRICULUM, UNPACKING, teacher education, content knowledge, fractions, elementary school, PROCEDURAL KNOWLEDGE, INDIVIDUAL-DIFFERENCES, MATHEMATICAL KNOWLEDGE
journal title
JOURNAL OF CURRICULUM STUDIES
J. Curric. Stud.
volume
46
issue
1
pages
138 - 161
Web of Science type
Article
Web of Science id
000337181700006
JCR category
EDUCATION & EDUCATIONAL RESEARCH
JCR impact factor
0.615 (2014)
JCR rank
138/224 (2014)
JCR quartile
3 (2014)
ISSN
0022-0272
DOI
10.1080/00220272.2013.839003
language
English
UGent publication?
yes
classification
A1
copyright statement
I have transferred the copyright for this publication to the publisher
id
5671645
handle
http://hdl.handle.net/1854/LU-5671645
date created
2014-08-08 16:04:13
date last changed
2016-12-19 15:47:29
@article{5671645,
  abstract     = {This research analyses preservice teachers' knowledge of fractions. Fractions are notoriously difficult for students to learn and for teachers to teach. Previous studies suggest that student learning of fractions may be limited by teacher understanding of fractions. If so, teacher education has a key role in solving the problem. We first reviewed literature regarding students' knowledge of fractions. We did so because assessments of required content knowledge for teaching require review of the students' understanding to determine the mathematics difficulties encountered by students. The preservice teachers were tested on their conceptual and procedural knowledge of fractions, and on their ability in explaining the rationale for a procedure or the conceptual meaning. The results revealed that preservice teachers' knowledge of fractions indeed is limited and that last-year preservice teachers did not perform better than first-year preservice teachers. This research is situated within the broader domain of mathematical knowledge for teaching and suggests ways to improve instruction and student learning.},
  author       = {Van Steenbrugge, Hendrik and Lesage, E and Valcke, Martin and Desoete, Annemie},
  issn         = {0022-0272},
  journal      = {JOURNAL OF CURRICULUM STUDIES},
  keyword      = {WHOLE NUMBER,RATIONAL NUMBERS,INSTRUCTION,EDUCATION,MULTIPLICATION,CURRICULUM,UNPACKING,teacher education,content knowledge,fractions,elementary school,PROCEDURAL KNOWLEDGE,INDIVIDUAL-DIFFERENCES,MATHEMATICAL KNOWLEDGE},
  language     = {eng},
  number       = {1},
  pages        = {138--161},
  title        = {Preservice elementary school teachers' knowledge of fractions: a mirror of students' knowledge?},
  url          = {http://dx.doi.org/10.1080/00220272.2013.839003},
  volume       = {46},
  year         = {2014},
}

Chicago
Van Steenbrugge, Hendrik, E Lesage, Martin Valcke, and Annemie Desoete. 2014. “Preservice Elementary School Teachers’ Knowledge of Fractions: a Mirror of Students' Knowledge?” Journal of Curriculum Studies 46 (1): 138–161.
APA
Van Steenbrugge, H., Lesage, E., Valcke, M., & Desoete, A. (2014). Preservice elementary school teachers’ knowledge of fractions: a mirror of students' knowledge? JOURNAL OF CURRICULUM STUDIES, 46(1), 138–161.
Vancouver
1.
Van Steenbrugge H, Lesage E, Valcke M, Desoete A. Preservice elementary school teachers’ knowledge of fractions: a mirror of students' knowledge? JOURNAL OF CURRICULUM STUDIES. 2014;46(1):138–61.
MLA
Van Steenbrugge, Hendrik, E Lesage, Martin Valcke, et al. “Preservice Elementary School Teachers’ Knowledge of Fractions: a Mirror of Students' Knowledge?” JOURNAL OF CURRICULUM STUDIES 46.1 (2014): 138–161. Print.