Elementary preservice teachers’ fraction-as-measure reasoning with a dynamic tool

IF 2.1 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Mathematics Teacher Education Pub Date : 2024-06-17 DOI:10.1007/s10857-024-09630-w

Mi Yeon Lee, Sheunghyun Yeo

引用次数: 0

Abstract

This study was an examination of the fractional reasoning of elementary preservice teachers (PSTs) within the context of a dynamic digital environment known as Dynamic Ruler. Using an inductive content analysis approach, we administered four fraction-as-measure tasks to 142 PSTs and devised a comprehensive coding scheme to assess their fractional reasoning. The results showed that PSTs’ fractional reasoning could be categorized into five levels based on how they identified length units and coordinated the units. Notably, this study revealed that adjusting the size of the Dynamic Ruler through dragging could serve as a dynamic mediator, representing the conceptualization of fractions as a measure by identifying appropriate fractional units to measure a given length. We derived practical implications from our study to inform the design of mathematics pedagogy courses aimed at bolstering PSTs’ fractional reasoning.

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小学职前教师利用动态工具进行分数即量纲推理的情况

本研究是在一个名为 "动态标尺 "的动态数字环境中，对小学职前教师（PSTs）的分数推理进行研究。我们采用归纳式内容分析法，对 142 名职前教师进行了四次分数即测量任务，并设计了一套全面的编码方案来评估他们的分数推理能力。结果显示，小学生的分数推理可根据他们识别长度单位和协调单位的方式分为五个等级。值得注意的是，本研究揭示了通过拖动来调整动态尺的大小可以作为一种动态中介，通过确定适当的分数单位来测量给定的长度，从而体现分数作为一种度量的概念化。我们的研究具有实际意义，可为旨在加强小学生分数推理能力的数学教学法课程设计提供参考。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Mathematics Teacher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

5.40

自引率

9.50%

发文量

期刊介绍： The Journal of Mathematics Teacher Education (JMTE) is devoted to research into the education of mathematics teachers and development of teaching that promotes students'' successful learning of mathematics. JMTE focuses on all stages of professional development of mathematics teachers and teacher-educators and serves as a forum for considering institutional, societal and cultural influences that impact on teachers'' learning, and ultimately that of their students. Critical analyses of particular programmes, development initiatives, technology, assessment, teaching diverse populations and policy matters, as these topics relate to the main focuses of the journal, are welcome. All papers are rigorously refereed. Papers may be submitted to one of three sections of JMTE as follows: Research papers: these papers should reflect the main focuses of the journal identified above and should be of more than local or national interest. Mathematics Teacher Education Around the World: these papers focus on programmes and issues of national significance that could be of wider interest or influence. Reader Commentary: these are short contributions; for example, offering a response to a paper published in JMTE or developing a theoretical idea. Authors should state clearly the section to which they are submitting a paper. As general guidance, papers should not normally exceed the following word lengths: (1) 10,000 words; (2) 5,000 words; (3) 3,000 words. Maximum word lengths exclude references, figures, appendices, etc. Critiques of reports or books that relate to the main focuses of JMTE appear as appropriate.