An investigation of preservice mathematics teachers' teaching processes about "procedural and conceptual knowledge" related to division with fractions1

Abstract

In this study, the changes in the behaviors of elementary mathematics teacher candidates towards teaching “Procedural and Conceptual Knowledge” related to division with fractions were investigated during a three-tier teaching experiment. Six preservice teachers participated in the study. In addition, in the first cycle, 26 students participated in the study, and 26 students participated in the second cycle. The data of the study consists of camera recordings, interviews, lesson plans prepared by preservice teachers and pictures of student notebooks. Themes, categories, and some criteria were generated from the data. The presentation of the findings was supported by the data collected from these various sources, and the triangulation method was used to validate findings. As a result of the study, we observed a decrement in the amount of time that preservice teachers used for rule based teaching and an increment in the amount of time for teaching meaningful mathematics.