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dc.contributor.advisorGoldsby, Dianne S.en_US
dc.contributor.advisorLy, Yepingen_US
dc.creatorWright, Kimberly Boddieen_US
dc.date.accessioned2008-10-10T21:00:35Z
dc.date.available2008-10-10T21:00:35Z
dc.date.created2008-08en_US
dc.date.issued2008-10-10
dc.identifier.urihttp://hdl.handle.net/1969.1/86023
dc.description.abstractRecognizing the need for U.S. students' mathematics learning to be built on a solid foundation of conceptual understanding, professional organizations such as the National Council of Teachers of Mathematics (2000) and the Conference Board of the Mathematical Sciences (2001) have called for an increased focus on building conceptual understanding in elementary mathematics in several domains. This study focuses on an exploration of two aspects of Hill, Schilling, and Ball's (2004) mathematics knowledge for teaching: specialized content knowledge (SCK) and knowledge of content and students (KCS) related to fractions concepts, an area that is particularly challenging at the elementary level and builds the foundation for understanding more complex rational number concepts in the middle grades. Eight grades early childhood through four preservice teachers enrolled in a mathematics methods course were asked to create concept maps to describe their knowledge of fractions and interpret student work with fractions. Results showed the preservice teachers to be most familiar with the part-whole representation of fractions. Study participants were least familiar with other fraction representations, including fractions as a ratio, as an operator, as a point on a number line, and as a form of division. The ratio interpretation of a fraction presented the greatest difficulty for study participants when asked to describe student misconceptions and create instructional representations to change students' thinking.en_US
dc.format.mediumelectronicen_US
dc.language.isoen_USen_US
dc.publisherTexas A&M Universityen_US
dc.subjectFractionsen_US
dc.subjectPreservice Teachersen_US
dc.titleAssessing EC-4 preservice teachers' mathematics knowledge for teaching fractions conceptsen_US
dc.typeBooken
dc.typeThesisen
thesis.degree.departmentTeaching Learning and Cultureen_US
thesis.degree.disciplineCurriculum and Instructionen_US
thesis.degree.grantorTexas A&M Universityen_US
thesis.degree.nameMaster of Scienceen_US
thesis.degree.levelMastersen_US
dc.contributor.committeeMemberAllen, G. Donalden_US
dc.contributor.committeeMemberCarpenter II, B. Stephenen_US
dc.type.genreElectronic Thesisen_US
dc.type.materialtexten_US
dc.format.digitalOriginborn digitalen_US


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