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

Research output: Book chapter/Published conference paper › Conference paper › peer-review

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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/Territory	China
Period	18/07/12 → 22/07/12

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title = "Preservice teachers' specialized content knowledge on multiplication of fractions",

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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author = "Ho, {Siew Yin} and Lai, {Mun Yee}",

note = "Imported on 03 May 2017 - DigiTool details were: publisher = 2012. editor/s (773b) = Tai-Yih Tso; Event dates (773o) = 18-22 July, 2012; Parent title (773t) = International Group of the Psychology of Mathematics Education (PME) conference. ISSNs: 0771-100X; ; International Group of the Psychology of Mathematics Education (PME) conference ; Conference date: 18-07-2012 Through 22-07-2012",

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AU - Ho, Siew Yin

AU - Lai, Mun Yee

N1 - Imported on 03 May 2017 - DigiTool details were: publisher = 2012. editor/s (773b) = Tai-Yih Tso; Event dates (773o) = 18-22 July, 2012; Parent title (773t) = International Group of the Psychology of Mathematics Education (PME) conference. ISSNs: 0771-100X;

PY - 2012

Y1 - 2012

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.

KW - Open access version available

M3 - Conference paper

VL - 2

SP - 291

EP - 298

BT - PME36

T2 - International Group of the Psychology of Mathematics Education (PME) conference

Y2 - 18 July 2012 through 22 July 2012

ER -

Preservice teachers' specialized content knowledge on multiplication of fractions

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