{"title":"小学职前教师利用动态工具进行分数即量纲推理的情况","authors":"Mi Yeon Lee, Sheunghyun Yeo","doi":"10.1007/s10857-024-09630-w","DOIUrl":null,"url":null,"abstract":"<p>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.</p>","PeriodicalId":47442,"journal":{"name":"Journal of Mathematics Teacher Education","volume":"21 1","pages":""},"PeriodicalIF":2.1000,"publicationDate":"2024-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Elementary preservice teachers’ fraction-as-measure reasoning with a dynamic tool\",\"authors\":\"Mi Yeon Lee, Sheunghyun Yeo\",\"doi\":\"10.1007/s10857-024-09630-w\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p>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.</p>\",\"PeriodicalId\":47442,\"journal\":{\"name\":\"Journal of Mathematics Teacher Education\",\"volume\":\"21 1\",\"pages\":\"\"},\"PeriodicalIF\":2.1000,\"publicationDate\":\"2024-06-17\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Mathematics Teacher Education\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.1007/s10857-024-09630-w\",\"RegionNum\":2,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Mathematics Teacher Education","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1007/s10857-024-09630-w","RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Elementary preservice teachers’ fraction-as-measure reasoning with a dynamic tool
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.
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.
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