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Preservice Teachers’ Conceptual and Procedural Knowledge of Fraction Operations: A Comparative Study of the U nited S tates and T aiwan
Author(s) -
Lin ChengYao,
Becker Jerry,
Byun MiRan,
Yang DerChing,
Huang TsaiWei
Publication year - 2013
Publication title -
school science and mathematics
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.135
H-Index - 2
eISSN - 1949-8594
pISSN - 0036-6803
DOI - 10.1111/j.1949-8594.2012.00173.x
Subject(s) - fraction (chemistry) , mathematics education , psychology , pedagogy , chemistry , chromatography
This study examined (a) the differences in preservice teachers’ procedural knowledge in four areas of fraction operations in T aiwan and the U nited S tates, (b) the differences in preservice teachers’ conceptual knowledge in four areas of fraction operations in T aiwan and the U nited S tates, and (c) correlation in preservice teachers’ conceptual knowledge and procedural knowledge of fractions in T aiwan and the U nited S tates. Participants were preservice teachers ( N = 49) in a teacher education program in the U nited S tates and comparable C hinese preservice teachers ( N = 47). Results indicated that C hinese preservice teachers performed better in procedural knowledge on fraction operations than A merican preservice teachers. No significant differences were found for conceptual knowledge on fraction division. Further, the correlation in this study showed that for C hinese and A merican preservice teachers, the relationship between conceptual and procedural knowledge of fraction operations was weak.