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Beyond a Relational Understanding of Fractions: Elements of Instruction that Contribute to Preservice Teachers' Knowledge and Motivation

dc.contributor.advisorAlexander, Patricia A.en_US
dc.contributor.authorJones, Kristie Kayeen_US
dc.date.accessioned2006-06-14T05:53:19Z
dc.date.available2006-06-14T05:53:19Z
dc.date.issued2006-04-26en_US
dc.identifier.urihttp://hdl.handle.net/1903/3501
dc.description.abstractThis study was undertaken in order to better understand preservice elementary teachers' knowledge of and motivations toward fractions before and after taking a course designed to promote relational understanding, as well as what teaching practices might be related to student outcomes. Students in five sections of the course were given a fraction assessment and a motivation questionnaire at the beginning and end of the semester, and observations were made of the nine days when fractions were taught. Students' knowledge of basic concepts improved, as did their computational skill and ability to solve word problems. However, their tendency to use inefficient algorithms did not change. Error patterns at the beginning of the semester revealed misconceptions about fractions, but errors at the end of the semester were largely reflective of low skill. Value and self-concept of ability increased while anxiety decreased, but these changes differed somewhat by instructor. In particular, having students explain their thinking instead of listen to lecture tended to have increased benefits for anxiety.en_US
dc.format.extent842239 bytes
dc.format.mimetypeapplication/pdf
dc.language.isoen_US
dc.titleBeyond a Relational Understanding of Fractions: Elements of Instruction that Contribute to Preservice Teachers' Knowledge and Motivationen_US
dc.typeDissertationen_US
dc.contributor.publisherDigital Repository at the University of Marylanden_US
dc.contributor.publisherUniversity of Maryland (College Park, Md.)en_US
dc.contributor.departmentHuman Developmenten_US
dc.subject.pqcontrolledEducation, Mathematicsen_US
dc.subject.pqcontrolledEducation, Teacher Trainingen_US
dc.subject.pquncontrolledFractionsen_US
dc.subject.pquncontrolledpreservice teachersen_US
dc.subject.pquncontrolledknowledgeen_US
dc.subject.pquncontrolledmotivationen_US
dc.subject.pquncontrolledinstructional practicesen_US


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