Proceedings of the International Group for the Psychology of Mathematics Education · Volume 1
Theodora Avgeri, Maria Bebeni, Konstantinos Tatsis, Xenia Vamvakoussi
university of Ioannina
⬇ Download PDFThis paper reports findings from an ongoing design-based research study aimed at enhancing primary teachers’ conceptual understanding of fraction multiplication and division, focusing on the latter. An instructional sequence was designed to support the development of a measurement interpretation of division, transferable from natural to rational numbers. Data from 36 prospective teachers were collected through a pretest, a group task, and individual assignments involving interpretation of fraction division and task design. Analysis indicated that although many participants employed a measurement interpretation after the intervention, most did so inconsistently, often exhibiting misinterpretations of what constitutes a measurement situation. The results highlight specific challenges with division to be considered in teacher education.
Fraction divisionMeasurement divisionProspective primary teachersTeacher education