
Portraying mathematics teachers’ knowledge for teaching the addition of fractions through representations
Joint Authors
al-Bahri, Samah Jamal Ahmad
Abu Sirah, Fatimah Hamadah Basyuni
Source
International Journal of Research in Educational Sciences
Issue
Vol. 5, Issue 4 (31 Oct. 2022), pp.303-342, 40 p.
Publisher
International Foundation of the Future Horizons
Publication Date
2022-10-31
Country of Publication
Estonia
No. of Pages
40
Main Subjects
Abstract EN
Teaching the concept of fractions to students stays challenging, yet representations define an effective strategy to overcome such a challenge.
Considering the impact of teachers’ knowledge on students’ achievement, this study aimed at portraying mathematics teachers’ knowledge for teaching fractions through representations, precisely, the addition process that remains a prerequisite to other operations.
Hence, a purposefully selected sample of novice mathematics teachers was asked to propose a pedagogical activity through which the addition of fractions could be taught to early-age students.
Later, their responses were analyzed through the study framework, which was developed by combining the five interrelated constructs of fractions with the types of activities used when teaching the addition of fractions.
As a result, teachers’ knowledge was crystallized into three principal categories of utilizing the Part-whole, Measure, and Operator constructs.
Furthermore, the related concepts of the unit and proportional equivalence, the fractional unit, including the iteration process, and the connection between addition and subtraction were discussed.
Also, manners of representing (1) the added fractions and the result through two distinct models, (2) the added fractions and the result jointly in one model, and (3) only the added fractions emerged.
These results provide a foundation for the professional development of mathematics teachers.
American Psychological Association (APA)
al-Bahri, Samah Jamal Ahmad& Abu Sirah, Fatimah Hamadah Basyuni. 2022. Portraying mathematics teachers’ knowledge for teaching the addition of fractions through representations. International Journal of Research in Educational Sciences،Vol. 5, no. 4, pp.303-342.
https://search.emarefa.net/detail/BIM-1422702
Modern Language Association (MLA)
al-Bahri, Samah Jamal Ahmad& Abu Sirah, Fatimah Hamadah Basyuni. Portraying mathematics teachers’ knowledge for teaching the addition of fractions through representations. International Journal of Research in Educational Sciences Vol. 5, no. 4 (Oct. 2022), pp.303-342.
https://search.emarefa.net/detail/BIM-1422702
American Medical Association (AMA)
al-Bahri, Samah Jamal Ahmad& Abu Sirah, Fatimah Hamadah Basyuni. Portraying mathematics teachers’ knowledge for teaching the addition of fractions through representations. International Journal of Research in Educational Sciences. 2022. Vol. 5, no. 4, pp.303-342.
https://search.emarefa.net/detail/BIM-1422702
Data Type
Journal Articles
Language
English
Notes
Includes bibliographical references : p. 334-342
Record ID
BIM-1422702