Developing elementary pre-service teachers' technological, pedagogical, and content knowledge for learning and teaching division of fractions

Abstract

Several studies indicate pre-service elementary school teachers' (PSTs) lack of understanding in division of fractions due to limited conceptual understanding in this content area (Ball, 1990; Schwartz, 2008). The purpose of this study is to examine how TPACK (integrating technological, pedagogical, and content knowledge) can enhance PSTs' conceptual understanding of division of fractions. The outcome of this study shows PSTs are able to create models to convey the concept; write mathematic sentences to describe these models; explain their understanding in words; and demonstrate connections between different mathematical representations by using TPACK. © Common Ground, Hsing-Wen Hu, et al., All Rights Reserved.