Examining Pre-service Primary School Teachers Knowledge About Fractions and Fractional Teaching Knowledge

Abstract

The aim of this study is to answer to the question of how the pre-service primary school teachers knowledge about fractions and fractional teaching knowledge. The study was carried out with 7 final year students attending the Primary School Teaching Program of a public university. The data of the study were collected by fractional teaching knowledge questions. It consists of two multiple choice, one pairing and five open-ended questions, totaling eight questions in total. Questions includes fractional information, processing of fractions and the elimination of student errors, teaching of comparison in fractions and estimation of possible student thoughts, problem posing and modeling of fractional problems. In the preparation of the questions, the current literature was reviewed and the majority of the questions were formed from the adaptation of the problems used in similar studies. The data obtained from the data collection tool are qualitative data; Descriptive analysis and content analysis approach were used in the analysis. From the analysis of the data obtained; ıt is concluded that pre-service teachers; operations with fractions and problem posing, different meanings of fraction, appropriate answers to operational and conceptual questions, and difficulty in to be able to predict the possible thoughts of the students on fractions.

Keywords

• kesirler, kesir öğretim bilgisi, sınıf öğretmeni adayı.