Preservice teachers' specialized content knowledge on multiplication of fractions

Siew Yin Ho; Mun Yee Lai

Preservice teachers' specialized content knowledge on multiplication of fractions

Siew Yin Ho, Mun Yee Lai

Teacher Education

Research output: Book chapter/Published conference paper › Conference paper

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Abstract

This paper reports pre-service teachers' Specialized Content Knowledge (SCK) onmultiplication of fractions. The responses of ninety-two first year Bachelor ofEducation (Primary) pre-service teachers, enrolled in a regional university in NewSouth Wales, Australia, in a multiplication of fractions mastery test item were analyzedusing an analytical tool. This tool, designed by the authors, consisted of fourcomponents, of which three are elements of SCK suggested by Lin, Chin and Chiu(2011): correctness of answer, justification, explanation, and representation.Preliminary findings suggest that mathematics pedagogy subjects in pre-serviceteacher education programmes should expose pre-service teachers to the variousexplanations and representations of concepts in mathematics.

Original language	English
Title of host publication	PME36
Subtitle of host publication	Opportunities to learn in mathematics education
Pages	291-298
Number of pages	8
Volume	2
Publication status	Published - 2012
Event	International Group of the Psychology of Mathematics Education (PME) conference - Taipai, Taiwan, China Duration: 18 Jul 2012 → 22 Jul 2012

Conference

Conference	International Group of the Psychology of Mathematics Education (PME) conference
Country	China
Period	18/07/12 → 22/07/12

Access to Document

43267 published paperAccepted author manuscript, 164 KB

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Ho, S. Y., & Lai, M. Y. (2012). Preservice teachers' specialized content knowledge on multiplication of fractions. In PME36: Opportunities to learn in mathematics education (Vol. 2, pp. 291-298)

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abstract = "This paper reports pre-service teachers' Specialized Content Knowledge (SCK) onmultiplication of fractions. The responses of ninety-two first year Bachelor ofEducation (Primary) pre-service teachers, enrolled in a regional university in NewSouth Wales, Australia, in a multiplication of fractions mastery test item were analyzedusing an analytical tool. This tool, designed by the authors, consisted of fourcomponents, of which three are elements of SCK suggested by Lin, Chin and Chiu(2011): correctness of answer, justification, explanation, and representation.Preliminary findings suggest that mathematics pedagogy subjects in pre-serviceteacher education programmes should expose pre-service teachers to the variousexplanations and representations of concepts in mathematics.",

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N2 - This paper reports pre-service teachers' Specialized Content Knowledge (SCK) onmultiplication of fractions. The responses of ninety-two first year Bachelor ofEducation (Primary) pre-service teachers, enrolled in a regional university in NewSouth Wales, Australia, in a multiplication of fractions mastery test item were analyzedusing an analytical tool. This tool, designed by the authors, consisted of fourcomponents, of which three are elements of SCK suggested by Lin, Chin and Chiu(2011): correctness of answer, justification, explanation, and representation.Preliminary findings suggest that mathematics pedagogy subjects in pre-serviceteacher education programmes should expose pre-service teachers to the variousexplanations and representations of concepts in mathematics.

AB - This paper reports pre-service teachers' Specialized Content Knowledge (SCK) onmultiplication of fractions. The responses of ninety-two first year Bachelor ofEducation (Primary) pre-service teachers, enrolled in a regional university in NewSouth Wales, Australia, in a multiplication of fractions mastery test item were analyzedusing an analytical tool. This tool, designed by the authors, consisted of fourcomponents, of which three are elements of SCK suggested by Lin, Chin and Chiu(2011): correctness of answer, justification, explanation, and representation.Preliminary findings suggest that mathematics pedagogy subjects in pre-serviceteacher education programmes should expose pre-service teachers to the variousexplanations and representations of concepts in mathematics.

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