Mathematics teacher candidates skills of using multiple representations for division of fractions
Yazarlar (1)
Prof. Dr. Abdullah Çağrı BİBER Kastamonu Üniversitesi, Türkiye
| Makale Türü |
Özgün Makale
(SCOPUS dergilerinde yayınlanan tam makale)
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| Dergi Adı | Educational Research and Reviews | ||
| Dergi ISSN | 1990-3839 Dergi Bilgileri (2014) | ||
| Dergi Tarandığı Indeksler | ERIC | ||
| Makale Dili | İngilizce | Basım Tarihi | 04-2014 |
| Kabul Tarihi | – | Yayınlanma Tarihi | 23-04-2014 |
| Cilt / Sayı / Sayfa | 9 / 8 / 237–244 | DOI | 10.5897/ERR2013.1703 |
| Makale Linki | http://www.academicjournals.org/ERR | ||
| UAK Araştırma Alanları |
İlköğretim Matematik Eğitimi
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| Özet |
| The aim of this study is to reveal teacher candidates’ preference regarding uses of verbal, symbolic, number line, and/or model representations of fraction divisions, and to investigate their skill of transferring from one representation type to the others. Case study was used as the research method in this study. The case that is examined within the scope of the study involves the performances of students in transiting between different representations of the fraction division. The study group consisted a total of 71 mathematics teacher candidates who were students in a university in Turkey. Among the results of the study were that the comparison of the performances of the pre-service teachers in transitions between representations reveals that the pre-service teachers were quite successful in expressing a fraction whose verbal or numeric (symbolic) expression was provided through other types of representation, but they … |
| Anahtar Kelimeler |
BM Sürdürülebilir Kalkınma Amaçları
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| Google Scholar | 21 |