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An insight into prospective elementary teachers’ mathematical knowledge for teaching: An example of fraction division
Luleå University of Technology, Department of Health, Education and Technology, Education, Language, and Teaching.ORCID iD: 0000-0002-0429-243X
Luleå University of Technology, Department of Health, Education and Technology, Education, Language, and Teaching.ORCID iD: 0000-0001-7198-0438
2023 (English)In: Proceedings of the Thirteenth Congress of the European Society for Research in Mathematics Education (CERME13) / [ed] Paul Drijvers, Csaba Csapodi, Hanna Palmér, Katalin Gosztonyi & Eszter Kónya, Alfréd Rényi Institute of Mathematics, Budapest, Hungary and ERME , 2023, p. 3303-3310Conference paper, Published paper (Refereed)
Abstract [en]

This study investigates four Swedish prospective elementary mathematics teachers’ mathematical knowledge for teaching fractions. Using narrative inquiry, the study focuses on the prospective teachers’ reflections upon their mathematical identity and their analyses of six different solutions for a fraction division task. The results show that there are substantial differences between the prospective teachers in their mathematical content knowledge, pedagogical content knowledge, and in their attitudes towards mathematics teaching at the time of their graduation. Moreover, the prospective teachers expressed that teacher education did not respond to all their needs in their development as mathematics teachers. Thus, some implications for teacher education are also discussed in this paper.

Place, publisher, year, edition, pages
Alfréd Rényi Institute of Mathematics, Budapest, Hungary and ERME , 2023. p. 3303-3310
Keywords [en]
fraction division, mathematical identity, mathematical knowledge for teaching, prospective teacher, teacher education
National Category
Didactics
Research subject
Mathematics and Science Education
Identifiers
URN: urn:nbn:se:ltu:diva-104471OAI: oai:DiVA.org:ltu-104471DiVA, id: diva2:1842769
Conference
13th Congress of the European Society for Research in Mathematics Education (CERME13), Budapest, Hungary, July 10-14, 2023.
Note

ISBN for host publication: 978-963-7031-04-5

Available from: 2024-03-06 Created: 2024-03-06 Last updated: 2024-04-19Bibliographically approved
In thesis
1. Characterizing Prospective Elementary Teachers' Mathematical Knowledge for Teaching Fractions
Open this publication in new window or tab >>Characterizing Prospective Elementary Teachers' Mathematical Knowledge for Teaching Fractions
2024 (English)Doctoral thesis, comprehensive summary (Other academic)
Abstract [en]

Although research has delved into the challenges faced by mathematics teachers and students across various educational levels when working with fractions, these challenges persist. Fractions are an important but difficult content area in elementary school mathematics, and many future elementary teachers enter teacher education with limited knowledge of fractions. This lack of prior knowledge, combined with diverse experiences and attitudes toward the teaching and learning of mathematics, presents a challenge for teacher education programs aiming at enhancing prospective teachers’ knowledge to enable them to teach fractions effectively. Teacher education is a crucial time to attain a comprehensive pedagogical knowledge of mathematics, and this thesis characterizes prospective elementary teachers’ (n = 61) knowledge for teaching fractions as an outcome of Swedish teacher education. Through four empirical studies, the thesis also addresses the concept of mathematical identity and investigates the topic in light of the Mathematical Knowledge for Teaching framework.

The findings highlight substantial differences between the participants in the subject matter and pedagogical content knowledge domain of fractions, revealing difficulties in both their procedural and conceptual knowledge. Challenges also arise in analyzing different fraction solutions and combining knowledge of fraction content with knowledge about elementary students, teaching, and the national curriculum document. This difficulty can be a hindrance for the quality teaching of fractions. Moreover, incoherent fraction knowledge occurs across the different knowledge categories included in the Mathematical Knowledge for Teaching framework. The findings also reveal uncertainty in relation to work with fractions and prospective teachers’ mathematical identities. A new framework for the analysis of different aspects of fractions is also presented in the thesis, and the findings are discussed considering the context of Swedish teacher education and the Mathematical Knowledge for Teaching framework. 

Place, publisher, year, edition, pages
Luleå: Luleå tekniska universitet, 2024
Series
Doctoral thesis / Luleå University of Technology 1 jan 1997 → …, ISSN 1402-1544
Keywords
elementary teacher education, fractions, mathematical identity, mathematical knowledge for teaching, prospective elementary teacher
National Category
Pedagogy
Research subject
Mathematics and Science Education
Identifiers
urn:nbn:se:ltu:diva-105152 (URN)978-91-8048-544-9 (ISBN)978-91-8048-545-6 (ISBN)
Public defence
2024-06-20, A109, Luleå University of Technology, Luleå, 10:00 (English)
Opponent
Supervisors
Available from: 2024-04-19 Created: 2024-04-19 Last updated: 2024-05-30Bibliographically approved

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Tossavainen, AnneJohansson, Monica

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