A comparative analysis of strategies for multiplication and division of fractions between elementary preservice teachers in the United States and Korea

Abstract

The present comparative analysis study conducted an examination of 46 U.S. and 30 South Korean elementary preservice teachers (PSTs), assessing their overall performances and comparing problem-solving strategies across 11 fraction multiplication and division problems. The tasks spanned across three domains: posing story problems, solving word problems, and illustrating visual models. This study’s purpose is to relay common misconceptions held by elementary PSTs regarding fraction multiplication and division between the U.S. and South Korea. The overall performance results indicated that South Korean PSTs demonstrated higher proficiency in all three areas (i.e., posing story problems, solving word problems, and illustrating visual models). However, both groups of U.S. and South Korean PSTs encountered the most difficulty in representing visual models. Strategy analysis highlighted that the application of properties of multiplication and clearer representation of the unit were key factors contributing to the success of South Korean PSTs. Such results contribute to the growing literature supporting the importance of elementary PSTs’ influence on students to develop necessary foundational skills in mathematics. The study also discusses implications for teacher educators based on these findings.