Investigating fraction computation problem-solving among pre-service primary school teachers
The ability to solve problems involving fractions is a fundamental aspect of mathematics education. This study explores how Pre-Service Primary School Teachers approach problem-solving in fractional computations. A workbook is designed to support pre-service primary school teachers ' computatio...
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| Format: | Article |
| Language: | Indonesian |
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Universitas Hamzanwadi
2024-10-01
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| Series: | Jurnal Elemen |
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| Online Access: | https://e-journal.hamzanwadi.ac.id/index.php/jel/article/view/27462 |
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| author | Puri Pramudiani Fitri Alyani Maarten Dolk Wanty Widjaja |
| author_facet | Puri Pramudiani Fitri Alyani Maarten Dolk Wanty Widjaja |
| author_sort | Puri Pramudiani |
| collection | DOAJ |
| description | The ability to solve problems involving fractions is a fundamental aspect of mathematics education. This study explores how Pre-Service Primary School Teachers approach problem-solving in fractional computations. A workbook is designed to support pre-service primary school teachers ' computational thinking in fraction-context challenges. The study employs a qualitative descriptive method encompassing interviews, study documentation, and observation to assess fraction computation problem-solving abilities. Twenty-seven participants were involved in this study. They were first-year students enrolled in the Primary School Teacher Education Department at one of the private universities in Jakarta, Indonesia. The findings reveal a notable outcome in pre-service primary school teachers ' understanding of fraction computation problem-solving, marked by recognizable strategies in their problem-solving approach. This research suggests that designing a series of workbooks containing various strategies in computational fractions and building a strong fractional number sense can help pre-service teachers reduce misconceptions and better understand fraction operations. These findings offer guidance for mathematics teacher education on how to effectively teach and embed the concept of fraction calculations to their future students so that they can only teach procedurally if they understand the meaning of fraction operations. |
| format | Article |
| id | doaj-art-c4db2b25a2c146e39e853f047b310afb |
| institution | Kabale University |
| issn | 2442-4226 |
| language | Indonesian |
| publishDate | 2024-10-01 |
| publisher | Universitas Hamzanwadi |
| record_format | Article |
| series | Jurnal Elemen |
| spelling | doaj-art-c4db2b25a2c146e39e853f047b310afb2025-02-01T08:22:44ZindUniversitas HamzanwadiJurnal Elemen2442-42262024-10-0110368571010.29408/jel.v10i3.2746234715Investigating fraction computation problem-solving among pre-service primary school teachersPuri Pramudiani0https://orcid.org/0000-0002-9620-5283Fitri Alyani1Maarten Dolk2Wanty Widjaja3Universitas Muhammadiyah Prof. Dr. HAMKAUniversitas Muhammadiyah Prof. DR. HAMKAUtrecht UniversityDeakin UniversityThe ability to solve problems involving fractions is a fundamental aspect of mathematics education. This study explores how Pre-Service Primary School Teachers approach problem-solving in fractional computations. A workbook is designed to support pre-service primary school teachers ' computational thinking in fraction-context challenges. The study employs a qualitative descriptive method encompassing interviews, study documentation, and observation to assess fraction computation problem-solving abilities. Twenty-seven participants were involved in this study. They were first-year students enrolled in the Primary School Teacher Education Department at one of the private universities in Jakarta, Indonesia. The findings reveal a notable outcome in pre-service primary school teachers ' understanding of fraction computation problem-solving, marked by recognizable strategies in their problem-solving approach. This research suggests that designing a series of workbooks containing various strategies in computational fractions and building a strong fractional number sense can help pre-service teachers reduce misconceptions and better understand fraction operations. These findings offer guidance for mathematics teacher education on how to effectively teach and embed the concept of fraction calculations to their future students so that they can only teach procedurally if they understand the meaning of fraction operations.https://e-journal.hamzanwadi.ac.id/index.php/jel/article/view/27462calculationfractionpre-service primary school teacherworkbook |
| spellingShingle | Puri Pramudiani Fitri Alyani Maarten Dolk Wanty Widjaja Investigating fraction computation problem-solving among pre-service primary school teachers Jurnal Elemen calculation fraction pre-service primary school teacher workbook |
| title | Investigating fraction computation problem-solving among pre-service primary school teachers |
| title_full | Investigating fraction computation problem-solving among pre-service primary school teachers |
| title_fullStr | Investigating fraction computation problem-solving among pre-service primary school teachers |
| title_full_unstemmed | Investigating fraction computation problem-solving among pre-service primary school teachers |
| title_short | Investigating fraction computation problem-solving among pre-service primary school teachers |
| title_sort | investigating fraction computation problem solving among pre service primary school teachers |
| topic | calculation fraction pre-service primary school teacher workbook |
| url | https://e-journal.hamzanwadi.ac.id/index.php/jel/article/view/27462 |
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