Beyond computation: Assessing in-service mathematics teachers’ conceptual understanding of fraction division through problem posing

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Author(s)Yao, Yiling
Author(s)Jia, Suijun
Author(s)Cai, Jinfa
Date Accessioned2024-02-21T19:25:38Z
Date Available2024-02-21T19:25:38Z
Publication Date2023-12-15
DescriptionThis article was originally published in Asian Journal for Mathematics Education. The version of record is available at: https://doi.org/10.1177/27527263231217826. © The Author(s) 2023.
AbstractProblem posing has long been recognized as a critically important teaching method and goal in the area of mathematics education. However, few studies have used problem posing to assess in-service teachers’ mathematical understanding. The present study investigated in-service teachers’ mathematical understanding of fraction division, which is often considered challenging content in elementary school, from three angles: computation, drawing, and problem posing. Two studies involving 66 and 193 primary and middle school teachers were conducted to reveal the in-service teachers’ mathematical understanding and whether drawing and problem posing affected each other. Although the in-service teachers rarely had the opportunity to pose mathematical problems in their daily teaching, they were able to pose mathematical problems in this study. In addition, problem-posing tasks were more useful in diagnosing the in-service teachers’ conceptual understanding than were computation or drawing. Thus, problem posing seems to have contributed to their conceptual understanding of fraction division on the drawing task.
SponsorThe author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This work was supported by the The cultivated project of Advanced discipline of Hangzhou Normal University, Hangzhou philosophy and social science planning project, (grant number 18JYXK044, Z23JC052).
CitationYao, Y., Jia, S., & Cai, J. (2023). Beyond computation: Assessing in-service mathematics teachers’ conceptual understanding of fraction division through problem posing. Asian Journal for Mathematics Education, 2(4), 413-429. https://doi.org/10.1177/27527263231217826
ISSN2752-7271
URLhttps://udspace.udel.edu/handle/19716/34007
Languageen_US
PublisherAsian Journal for Mathematics Education
dc.rightsAttribution-NonCommercial 4.0 Internationalen
dc.rights.urihttp://creativecommons.org/licenses/by-nc/4.0/
Keywordsproblem posing
Keywordsconceptual understanding
Keywordsdrawing
Keywordsin-service mathematics teachers
TitleBeyond computation: Assessing in-service mathematics teachers’ conceptual understanding of fraction division through problem posing
TypeArticle
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