Developing a Scale to Measure Content Knowledge and Pedagogy Content Knowledge of In-Service Elementary Teachers on Fractions

Kazemi, Farhad; Rafiepour, Abolfazl

doi:10.1007/s10763-016-9792-0

Cited by 13 publications

(7 citation statements)

References 26 publications

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“…Teachers' fraction, ratio, and proportional relationship knowledge were measured by 14 items (see electronic supplementary materials for a full list of the items used). Of the 14 items, six focused on fraction knowledge and eight on ratio and proportional The items on fractions and fraction operations covered relevant topics such as flexibility with referent units, comparing fractions, creating equivalent fractions, and estimating fraction operations Kazemi & Rafiepour, 2018;Siegler & Lortie-Forgues, 2015;Tatto et al, 2012;Van de Walle et al, 2019). For instance, to measure teachers' attention to referent units, teachers were asked whether it is possible for 1/3 to be greater than 1/2 and to explain their reasoning.…”

Section: Teacher Knowledge Measuresmentioning

confidence: 99%

Teachers’ Knowledge of Fractions, Ratios, and Proportional Relationships: the Relationship Between Two Theoretically Connected Content Areas

Ezaki

Çopur-Genctürk

2023

Int J of Sci and Math Educ

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Teachers’ knowledge of the subject matter is considered an important component of their expertise in teaching mathematics. Yet how teachers’ understanding of one content area is related to other content areas has not been investigated in depth. We explored this question by investigating teachers’ knowledge of two theoretically related areas: (1) fractions and (2) ratios and proportional relationships. We also investigated the extent to which teachers’ educational backgrounds are related to their understanding of these concepts. Based on the results obtained from structural equation modeling and path analysis, we found that teachers’ knowledge of these two concepts is highly interdependent, forming a single construct. Furthermore, holding a credential in teaching mathematics, the route teachers took to enter teaching, and their undergraduate majors were associated with their knowledge of these concepts. This study illustrates the importance of attending to the theoretical relationships among different content areas when assessing teachers’ subject matter knowledge and provides initial evidence that teachers’ subject matter knowledge may be unidimensional for theoretically related domains.

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Section: Teacher Knowledge Measuresmentioning

confidence: 99%

Teachers’ Knowledge of Fractions, Ratios, and Proportional Relationships: the Relationship Between Two Theoretically Connected Content Areas

Ezaki

Çopur-Genctürk

2023

Int J of Sci and Math Educ

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“…The teaching and learning of fractions has traditionally been one of the areas that causes many difficulties for both teachers and students (see eg, Gabriel et al, 2013; Lortie‐Forgues et al, 2015), and different studies have reported that not being able to fully comprehend fractions in elementary school is one of the main obstacles to the students' future successful development of mathematical skills (Hwang et al, 2019). Research into this problem has identified several areas where students encounter difficulties related to fractions (Charalambous & Pitta‐Pantazi, 2007; Kazemi & Rafiepour, 2018; Martin et al, 2015; Zhang et al, 2015). Some of the classic misconceptions when working with fractions are: (i) confusing the unit with the whole; (ii) thinking that the numerator and the denominator are separate values; (iii) overgeneralizing ideas and algorithms from whole numbers when working with fractions (Deringöl, 2019).…”

Section: Literature Reviewmentioning

confidence: 99%

“…According to Bassarear (2008), the numerical sense associated with the concept of fractions simply cannot be directly taught; rather, they arise from being aware of the connection and the subtle relationships between various concepts and procedures. Therefore, the teacher must provide different contexts in which a wide range of situations are represented with fractions for the student (Kazemi & Rafiepour, 2018). The practice of visualizing the fraction in a variety of interpretations beyond the part‐whole, that is, as a quotient, as a measure, as a ratio or as an operator, by means of different examples, will allow the students to progressively appropriate and thoroughly understand the concept of rational numbers and, in particular, of fractions (Lamon, 2020).…”

Section: Literature Reviewmentioning

confidence: 99%

Building personalised homework from a learning analytics based formative assessment: Effect on fifth‐grade students' understanding of fractions

Rodríguez-Martínez

González‐Calero

Olmo‐Muñoz

et al. 2022

Brit J Educational Tech

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This study analyses the potential of a learning analytics (LA) based formative assessment to construct personalised teaching sequences in Mathematics for 5th‐grade primary school students. A total of 127 students from Spanish public schools participated in the study. The quasi‐experimental study was conducted over the course of six sessions, in which both control and experimental groups participated in a teaching sequence based on mathematical problems. In each session, both groups used audience response systems to record their responses to mathematical tasks about fractions. After each session, students from the control group were given generic homework on fractions—the same activities for all the participants—while students from the experimental group were given a personalised set of activities. The provision of personalised homework was based on the students' errors detected from the use of the LA‐based formative assessment. After the intervention, the results indicate a higher student level of understanding of the concept of fractions in the experimental group compared to the control group. Related to motivational dimensions, results indicated that instruction using audience response systems has a positive effect compared to regular mathematics classes. What is already known about this topic Developing an understanding of fractions is one of the most challenging concepts in elementary mathematics and a solid predictor of future achievements in mathematics. Learning analytics (LA) has the potential to provide quality, functional data for assessing and supporting learners' difficulties. Audience response systems (ARS) are one of the most practical ways to collect data for LA in classroom environments. There is a scarcity of field research implementations on LA mediated by ARS in real contexts of elementary school classrooms. What this paper adds Empirical evidence about how LA‐based formative assessments can enable personalised homework to support student understanding of fractions. Personalised homework based on an LA‐based formative assessment improves the students' comprehension of fractions. Using ARS for the teaching of fractions has a positive effect in terms of student motivation. Implications for practice and/or policy Teachers should be given LA/ARS tools that allow them to quickly provide students with personalised mathematical instruction. Researchers should continue exploring these potentially beneficial educational implementations in other areas.

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“…Content knowledge itself is easily measured using tests [28]. Measurement of content knowledge can be done separately with other components, but the results can still be linked [29].…”

Section: ) Content Knowledge (Ck)mentioning

confidence: 99%

How Does Teacher’s TPACK Affect Student’s Activity?

Yanti¹,

Riandi²,

Suhandi³

2020

Proceedings of the 4th Asian Education Symposium (AES 2019)

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The ability of teachers to integrate technology into learning is quite important in facing the rapid technological progress in the era of industrial revolution 4.0. These technological advances need to be followed by the development of learning that can support these changes. Therefore, science teacher needs to be accompanied by an excellent competency, namely TPACK (Technological Pedagogical and Content Knowledge). The purpose of this study was to see the impact of the implementation of TPACK design in teaching and learning activities carried out by the teacher to students learning activities. Descriptive methods are applied to obtain data on teacher TPACK abilities and their implementation using TPACK instruments, and student activity observation sheets. Participant of this study is three science teachers. The ability of TPACK teachers who have high to lowest abilities are teachers A, B and C. Likewise with its relation to students as seen from student learning activities and outcomes. Consecutive activities with the percentage of activity 86%, 80% and 50%. Because the teacher's TPACK ability and its relation to students have the same pattern, ie the better the TPACK ability of the teacher, the activities of the students being taught are also more active. So it can be concluded that the ability of TPACK teachers has a relationship to student activities.

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Developing a Scale to Measure Content Knowledge and Pedagogy Content Knowledge of In-Service Elementary Teachers on Fractions

Cited by 13 publications

References 26 publications

Teachers’ Knowledge of Fractions, Ratios, and Proportional Relationships: the Relationship Between Two Theoretically Connected Content Areas

Teachers’ Knowledge of Fractions, Ratios, and Proportional Relationships: the Relationship Between Two Theoretically Connected Content Areas

Building personalised homework from a learning analytics based formative assessment: Effect on fifth‐grade students' understanding of fractions

How Does Teacher’s TPACK Affect Student’s Activity?

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