Literaturnachweis - Detailanzeige
| Autor/in | Francom, Rachel Carlsruh |
|---|---|
| Titel | Conceptual Understanding of Fraction Multiplication: A Knowledge Analysis of Preservice Elementary Teachers Using Math Drawings to Connect Procedures with Concepts |
| Quelle | (2022), (218 Seiten)
PDF als Volltext Ph.D. Dissertation, The University of Utah |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| ISBN | 979-8-3719-9439-4 |
| Schlagwörter | Hochschulschrift; Dissertation; Mathematical Concepts; Fractions; Mathematics Education; Multiplication; Preservice Teachers; Elementary School Teachers; Freehand Drawing; Concept Formation; Learning Processes |
| Abstract | The purpose of this dissertation is to study preservice elementary teachers' (PSTs') procedural and conceptual understanding of fraction multiplication, and to study how math drawings might be used to reveal this knowledge and encourage learning. This dissertation is in response to the call for more rigorous qualitative studies that look at PSTs' mathematical learning processes -- moving away from deficit-based "misconception" studies, toward studies focused on uncovering the contexts and conditions in which PSTs can experience success in mathematics. The analysis was a qualitative case study of learning, which focused on two PST participants engaging in fraction multiplication tasks over a series of six interviews. To understand their learning trajectories, I drew from a set of theories: theories specific to the conceptual underpinnings of fraction multiplication, and theories that guided my epistemological framing of knowledge transfer, learning, and conceptual change. With regards to the first type of theories, I looked for ways that PSTs recognized "referent units," applied "recursive partitioning," and were able to use "fractions as operators" while problem-solving with math drawings. Epistemologically, several perspectives within a "Knowledge in Pieces" framework served as useful analytic machinery to explain how PSTs' conceptual understanding of fraction multiplication occurred at a fine-grain level. I report three primary findings that add to current literature of PSTs' and fraction multiplication: 1) A "unit fraction heuristic" was often activated in ways that interfered iv with recursive partitioning practices; 2) Area models connected to conceptual understanding of fraction multiplication when used in an exploratory way, but rarely when used in an algorithmic way; and 3) "Recursive partitioning" sometimes resulted in a shift in the learners perceptual gaze, which led to a loss of attention on the "referent unit." These findings illustrate three specific ways certain task features or practices might impact PSTs' conceptual understanding of fraction multiplication. They have pedagogical implications for teacher educators in the ways we sequence and teach fraction multiplication, and how we use math drawings to do so. These findings also provide promising seeds of ideas for future researchers to investigate whether or not they might be generalized to other learners in different fraction multiplication contexts. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided). |
| Anmerkungen | ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
Literaturbeschaffung und Bestandsnachweise in Bibliotheken prüfen
Permalink als QR-Code
Inhalt auf sozialen Plattformen teilen (nur vorhanden, wenn Javascript eingeschaltet ist)
Teile diese Seite:
