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Preservice Teachers' Procedural And Conceptual Understanding Of Fractions And The Effects Of Inquiry-Based Learning On This Understanding, Hope Marchionda
Preservice Teachers' Procedural And Conceptual Understanding Of Fractions And The Effects Of Inquiry-Based Learning On This Understanding, Hope Marchionda
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ABSTRACT Non-negative rational numbers play a major role in the K-8 curriculum and continue to permeate mathematics content through high school and college in all strands of mathematics. The difficulty that both students and teachers encounter with these concepts is well documented in the literature. This study looked at preservice teacher knowledge and how an alternative means of instruction might improve their conceptual understanding of fractions. To accomplish this task, the study took place in two stages over the course of two semesters. During the first stage, preservice teachers' conceptual and procedural knowledge of fractions and their associated algorithms were …
An Investigation Of Proportional Thinking Among High School Students, Kirsten Dooley
An Investigation Of Proportional Thinking Among High School Students, Kirsten Dooley
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The National Council of Teachers of Mathematics suggests that formal proportional reasoning instruction take place during grades five through eight (1989). While extensive research has explored both pre-instructional and intra-instructional student proportional thinking strategies, little research has been done on post-instructional proportional thinking strategies used by high-school aged students. As proportional reasoning is fundamental for success in Algebra and other advanced mathematics, it seems relevant to verify that these students retain their reasoning abilities and can apply them in both high school and college mathematical situations.
This study sought to: (1) determine whether high-school students from specific rural, low-income school …