Elementary Teacher Candidates’ Flexibility with Comparing Fractions

Daniel R. Ilaria, Thomas P. Dick, Gail Burrill


The teaching and learning of fractions have been persistent challenges, and data on national assessments continue to show students’ difficulties with fractions. The Common Core State Standards have provided a new lens for the study of fractions, and with it a need to update teacher candidates’ mathematical knowledge for teaching. Fractions are a challenge for mathematics teacher educators working with teacher candidates. Exploring instructional approaches to building teacher candidate understanding is important. Technology could play an important role in building robust teacher candidates’ conceptual understanding of fractions. Whitacre & Nickerson’s (2016) framework provides background knowledge for exploring whether technology can promote flexible strategies for comparing fractions. In this study, we examine the impact on teacher candidates’ flexibility with solving fraction comparison problems through the use of a sequenced set of interactive dynamic technology-based learning experiences modeling the approach advocated in the Common Core Standards.

Keywords: fractions, technology, elementary teacher

DOI: 10.7176/JEP/11-9-01

Publication date:March 31st 2020


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