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Publication
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| Research Title |
An Exploring Teachers' Mathematical Knowledge for Teaching Fractions |
| Date of Distribution |
26 November 2017 |
| Conference |
| Title of the Conference |
World Association of Lesson Studies (WALS) International Conference 2017 |
| Organiser |
WALS 2017 Organising Committee |
| Conference Place |
Nagoya University, Japan |
| Province/State |
Nagoya, Japan |
| Conference Date |
24 November 2017 |
| To |
27 November 2017 |
| Proceeding Paper |
| Volume |
- |
| Issue |
- |
| Page |
- |
| Editors/edition/publisher |
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| Abstract |
Teachers' mathematical knowledge for teaching is important to improve teaching and learning mathematics (Ball et al., 2008). Particularly, teachers' knowledge of fractions is important because fractions are notoriously difficult to learn and teach (Newton, 2008). Iwasaki et al. (2005) founded Thai teacher believed that teaching fractions was easy and student learned fractions easily. Student just followed the teacher and practiced with exercises, but student achievement was very low. Khon Kaen University, Center for Research in Mathematics Education has implemented Lesson Study and the Open Approach in schools aimed to developing Thai mathematics teaching profession based on Lesson Study (Inprasitha, 2015).
This study aimed to explore teachers' mathematical knowledge for teaching fraction. Data collected from 175 mathematics teachers from project schools. These project schools participated in long term professional Development by using Lesson Study and Open Approach based on Inprasitha (2011). This study was the first phase of project. A translated and adapted version of mathematical knowledge for teaching about fractions test was used to gather data on teachers' mathematical knowledge for teaching about fractions. There were 14 items include 6 multiple choices and 8 comprehension tests. Data were analyzed by using basic statistics.
The study result revealed as follows: 1) 46.14 percent of teachers justify Pedagogical Content Knowledge (PCK) in anticipation of students' idea both of correct and misconceptions ideas about the meaning of fractions and comparing fractions, selecting examples to take students deeper into mathematical content or selecting appropriate representations to illustrate the content about ordering fractions, comparing fractions and relationship between fractions and decimals, teachers understand about the sequence of teaching in each content, teachers know a topic being taught to topics from prior or in the future about operations of fraction. 2) 41.84 percent of teachers justify Mathematical Subject Matter Knowledge (SMK) on solving and calculate an answer correctly, using mathematical signs and symbols correctly, definition or specific mathematical explanations about the fractions system and operations of fraction. |
| Author |
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| Peer Review Status |
มีผู้ประเมินอิสระ |
| Level of Conference |
นานาชาติ |
| Type of Proceeding |
Abstract |
| Type of Presentation |
Poster |
| Part of thesis |
true |
| Presentation awarding |
false |
| Attach file |
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| Citation |
0
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Journal Publication
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