You are here:

Ways of Thinking Associated with Mathematics Teachers' Problem Posing in the Context of Division of Fractions
ARTICLE

, ,

ISAIJLS Volume 41, Number 4, ISSN 0020-4277

Abstract

Twenty-four mathematics teachers were asked to think aloud when posing a word problem whose solution could be found by computing 4/5 divided by 2/3. The data consisted of verbal protocols along with the written notes made by the subjects. The qualitative analysis of the data was focused on identifying the structures of the problems produced and the associated ways of thinking involved in constructing the problems. The results suggest that success in doing the interview task was associated with perception the given fractions as operands for the division operation and, at the same time, the divisor 2/3 as an operator acting over 4/5. The lack of success was associated with perception of division of fractions as division of divisions of whole numbers and using the result of division of fractions as the only reference point. The study sheds new light on the teachers' difficulties with conceptualization of fractions.

Citation

Koichu, B., Harel, G. & Manaster, A. (2013). Ways of Thinking Associated with Mathematics Teachers' Problem Posing in the Context of Division of Fractions. Instructional Science: An International Journal of the Learning Sciences, 41(4), 681-698. Retrieved September 22, 2019 from .

This record was imported from ERIC on December 3, 2015. [Original Record]

ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.

Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.

Keywords