AN EXAMINATION OF MEANINGS AND ERROR TYPES ASSOCIATED WITH PRE-SERVICE ELEMENTARY TEACHERS’ POSED PROBLEMS FOR THE MULTIPLICATION AND DIVISION OF FRACTIONS

Sumeyra Dogan Coskun

Abstract


The current study aims to examine meanings and error types associated with pre-service elementary teachers’ semi-structured problems for the multiplication and division of fractions. A total of 83 junior pre-service elementary teachers were recruited in the spring semester of the 2016-2017 academic year. A researcher-developed Problem Posing Test consisting of eight items was used to collect the data of this study. The findings indicated that the pre-service elementary teachers were not proficient in posing appropriate problems for the multiplication and division of fractions. Furthermore, while the most frequent error type found was a failure in expressing the multiplication operation in the question root for the multiplication of fractions, it was assigning natural number meaning to fractions for the division of fractions.

 

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error types, multiplication of fractions, division of fractions, problem posing

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DOI: http://dx.doi.org/10.46827/ejes.v0i0.2522

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