Six interpretations of division with fractions
Subtitle: an exploratory study with preservice teachers
By: by Sherri Cianca.
Published: 2006
Language: eng
Number of pages: 239
ISBN-13: 9780494157671
Subjects: Division.; Fractions.; Elementary school teachers -- Training of.; Mathematics teachers -- Training of.
Description: The methodology was qualitative. As the teacher/researcher, I assumed a dual role in the classroom: an unobtrusive observer of small group work and a facilitator of whole group discussions. Throughout the project, I used audio- and video recordings to capture the participants' starts, stops, and ultimate success as they untangled various concepts. Other data include the participants' pre-task and post-task journal entries, survey and interviews, observation notes and field notes.The purpose of this investigation was to construct a conceptual tool to assist teachers in the understanding and teaching of division with fractions. To that end, this research investigated the concepts underpinning a robust comprehension of this domain. Also investigated were the processes one group of students used to determine those concepts. The participants were seven prospective elementary teachers enrolled in my math methods course, and me, the teacher/researcher. The study records, in our voices, the concepts and processes the participants constructed as they gained conceptual knowledge of division with fractions.This study provides an in-depth analysis of six interpretations for division with fractions: three interpretations found in the literature, a third briefly mentioned in the literature, two interpretations from my prior research in the field, and one additional interpretation that emerged from the study. I created a conceptual taxonomy to highlight common meanings across interpretations and to distinguish intrinsic differences among interpretations. In addition to the taxonomy, terms found in the literature are articulated, expanded, and applied to the learning process. Some terms not found in the literature, or found to be vague, were constructed to help the participants better communicate implicit understandings. Rich vignettes, diagrams, and authentic word problems report participants' interactions, capturing in detail how their knowledge developed. As a result, these findings may serve as a tool for teachers: a tool to discern the misconceptions of struggling students, to use when planning instruction, and a tool to further both their own learning and the learning of their students.
Notes: Source: Dissertation Abstracts International, Volume: 67-06, Section: A, page: 2086.

Thesis (Ph.D.)--University of Toronto, 2006.

Includes bibliographic references.

Electronic version licensed for access by U. of T. users.