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University of Central Florida

2009

Fractions

Articles 1 - 2 of 2

Full-Text Articles in Education

Fostering Teacher's Conceptual Understanding Of Ordering, Adding, And Subtracting Fractions Through School-Based Professional Development, Jessica Maguhn Jan 2009

Fostering Teacher's Conceptual Understanding Of Ordering, Adding, And Subtracting Fractions Through School-Based Professional Development, Jessica Maguhn

Electronic Theses and Dissertations

In an attempt to examine my practice of providing conceptually-based professional development on fractions to fifth grade teachers, I conducted a series of four one hour professional development workshops. I focused on the conceptual understanding of ordering, adding, and subtracting fractions. I examined the solution process that teachers used to solve fraction problems and their abilities to explain and justify their solutions in an attempt to interpret their understanding. My data showed the effects of this workshop series. The study helped determine the effects of conceptually-based professional development on fractions as demonstrated in the teachers' discussions, participation, and written explanations.


Preservice Elementary Teachers' Diverlopment Of Rational Number Understanding Through The Social Perspective And The Relationship Among Social And Individual Environments, Jennifer Tobias Jan 2009

Preservice Elementary Teachers' Diverlopment Of Rational Number Understanding Through The Social Perspective And The Relationship Among Social And Individual Environments, Jennifer Tobias

Electronic Theses and Dissertations

A classroom teaching experiment was conducted in a semester-long undergraduate mathematics content course for elementary education majors. Preservice elementary teachers' development of rational number understanding was documented through the social and psychological perspectives. In addition, social and sociomathematical norms were documented as part of the classroom structure. A hypothetical learning trajectory and instructional sequence were created from a combination of previous research with children and adults. Transcripts from each class session were analyzed to determine the social and sociomathematical norms as well as the classroom mathematical practices. The social norms established included a) explaining and justifying solutions and solution processes ...