You are here

Teaching Fractions Procedurally and Conceptually to Pre-Service Elementary Education Teachers

Download pdf | Full Screen View

Date Issued:
2015
Abstract/Description:
The purpose of this Dissertation in Practice was to inform pre-service elementary education teachers of conceptual and procedural methods for teaching fractions. The problem of practice began when the researcher noticed a deficiency in fraction addition knowledge for a remedial mathematics program at a local private university. Further exposure of fraction knowledge for the 2014 third-grade Florida Comprehensive Assessment Test scores at a local elementary charter school ascertained slightly above 50% of those students making a 70% percentile or higher. Now that Florida State Standards are aligned with the Common Core Standards, pre-service elementary teachers need to know how to teach fractions procedurally and conceptually. This research-based model was used to determine the level of fraction knowledge, math anxiety level, and present NCTM videos aligned with Common Core Standards. A key element of the model was the performance assessment of the participants teaching randomly selected fraction problems they had already encountered confirming the need for more professional development in this essential mathematics domain.
Title: Teaching Fractions Procedurally and Conceptually to Pre-Service Elementary Education Teachers.
0 views
0 downloads
Name(s): Edwards, Deborah, Author
Hopp, Carolyn, Committee Chair
Vitale, Thomas, Committee Member
Ortiz, Enrique, Committee Member
French, Jonathan, Committee Member
University of Central Florida, Degree Grantor
Type of Resource: text
Date Issued: 2015
Publisher: University of Central Florida
Language(s): English
Abstract/Description: The purpose of this Dissertation in Practice was to inform pre-service elementary education teachers of conceptual and procedural methods for teaching fractions. The problem of practice began when the researcher noticed a deficiency in fraction addition knowledge for a remedial mathematics program at a local private university. Further exposure of fraction knowledge for the 2014 third-grade Florida Comprehensive Assessment Test scores at a local elementary charter school ascertained slightly above 50% of those students making a 70% percentile or higher. Now that Florida State Standards are aligned with the Common Core Standards, pre-service elementary teachers need to know how to teach fractions procedurally and conceptually. This research-based model was used to determine the level of fraction knowledge, math anxiety level, and present NCTM videos aligned with Common Core Standards. A key element of the model was the performance assessment of the participants teaching randomly selected fraction problems they had already encountered confirming the need for more professional development in this essential mathematics domain.
Identifier: CFE0006215 (IID), ucf:51098 (fedora)
Note(s): 2015-08-01
Ed.D.
Education and Human Performance, Teach Learn and Ldrshp, Schl of
Doctoral
This record was generated from author submitted information.
Subject(s): Pre-service teachers -- fractions -- Florida standards -- mathematics -- MARS
Persistent Link to This Record: http://purl.flvc.org/ucf/fd/CFE0006215
Restrictions on Access: public 2016-02-15
Host Institution: UCF

In Collections