Abstract
Previous research has shown knowledge, perceptions, and attitudes are essential factors during mathematics classroom instruction. The current study examined the effects of a 3-week fraction instructional unit using concrete models, problem-solving, and problem-posing to improve elementary preservice teachers’ knowledge, perceptions and attitudes towards fractions. A quasi-experiment design was implemented to gather data via closed-ended, open-ended, and essay tasks from a convenience sampling of 71 female elementary preservice teachers during pre- and post-assessments. The study discovered that the select preservice teachers were weak in the content knowledge specifically on unit-whole, part-whole, equivalent area, arithmetic operations, and ordering fractional values. In contrast, the incorporation of concrete models, problem-solving and problem-posing was effective in improving the preservice teachers’ level of pedagogical content knowledge, perceptions and attitudes towards fractions. Implications of the results and suggestions are discussed.
Highlights
Abstrak Penelitian sebelumnya menunjukkan bahwa pengetahuan, persepsi, dan sikap merupakan faktor penting dalam pembelajaran matematika
We focused on measuring the integration of Mathematics TEKS Connection module with concrete model instructional practices in facilitating preservice teacher knowledge construction, perceptions and attitudes towards fractions during the teacher preparation programs
The differences from pretest to posttest scores on the problem-solving and problem-posing tasks were utilized to observe the effect of the fraction instruction that focused on concrete models
Summary
Abstrak Penelitian sebelumnya menunjukkan bahwa pengetahuan, persepsi, dan sikap merupakan faktor penting dalam pembelajaran matematika. Penelitian saat ini meneliti tentang pengaruh dari pembelajaran pecahan selama kurun waktu 3 minggu menggunakan model konkret, pemecahan masalah, dan problem-posing untuk meningkatkan pengetahuan, persepsi, dan sikap calon guru sekolah dasar terhadap materi pecahan. White, Way, Perry and Southwell (2005) and Llinares (2002) stated preservice teachers' belief or perceptions is reflected in their action or attitudes during teaching and learning that influence the classroom instructional practices. Despite this evidence, little is known about the nature of knowledge for teaching fractions, perceptions and attitudes that teachers should have nurtured during teacher preparation, the place where teachers should have acquired their teaching repertoire. Teachers must be aware of students’ knowledge of fractions and know the strategies for reorganizing students’ understanding appropriately (Shulman, 1986)
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