Abstract
Examining teachers’ knowledge of fraction word problems is important in light of research demonstrating difficulties in both teaching and learning fractions and word problems involving fractions. This study examined fourth- and fifth-grade teachers’ (N = 350) written solutions to three fraction multistep word problems to unearth the salient factors contributive to performance on word problems. We found teachers’ strategies explain teachers' success in solving word problems. In contrast, the characteristics of teachers’ backgrounds account for little variance in success in solving word problems. Furthermore, the findings underscore the importance of using informal strategies and pictorial representations in solving word problems successfully.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
