Title

Fourth to Sixth Grade Teachers’ Invented Real World Problems and Pictorial Representations for Fraction Division

Document Type

Article

Publication Date

9-24-2019

Publication Title

International Electronic Journal of Mathematics Education

Volume

15

Issue

1

First page number:

1

Last page number:

16

Abstract

Teaching fraction operations for conceptual understanding is a challenging task. For the topic of fraction division especially, teachers need support because teachers find this difficult to teach and elementary and middle school students struggle to learn this concept. Well-structured professional development can assist teachers in exploring their own understanding as well as how to incorporate multiple representations in their instruction. This naturalistic inquiry study investigated fourth to sixth grade teachers’ invented real-world problems and pictorial representations for fraction division. The teachers completed a written assessment focused on conceptual understanding of fraction operations through multiple representations at the beginning and conclusion of a weeklong professional development experience. The questions on the assessment were taken or modified from prior research studies. The results in this paper focus specifically on a task in which the teachers had to develop a real world story problem for 2½ ÷ ¾ and solve the problem by drawing a pictorial representation. The teachers showed statistically significant improvement on developing appropriate real-world problems and using pictorial representations to solve their problems. Implications for teachers’ usage of multiple representations are discussed along with needed structures for professional development targeted on fractions.

Keywords

Elementary; Fraction Division; Middle School; Professional Development; Representations

Disciplines

Education | Science and Mathematics Education

Language

English

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