Tuesday, March 26
11:30 AM-12:30 PM
CDT
Grand Ballroom E

Developing Pre-Service Teachers’ Understanding in Division of Fractions by Using TPACK

Roundtable ID: 38379
  1. aaa
    Hsing-Wen Hu
    University of Alaska Anchorage
  2. aaa
    Wei-Ying Hsiao
    University of Alaska Anchorage

Abstract: Although previous studies have demonstrated pre-service elementary school teachers (PSTs) lack of understanding of the division of fraction, little is known about PSTs’ conceptual understanding toward this content area. The research on the TPACK (technological, pedagogical, and content knowledge) model is used to explicate PSTs’ capacity to learn and teach specific content such as division of fractions with technology. A case study approach was used in this study to look at PSTs’ TPACK development levels in a framework, and that framework facilitates description of their conceptions and their difficulties in this integrating processes.

No presider for this session.

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