An Extensive Analysis of Preservice Elementary Teachers’ Knowledge of Fractions

By Kristie J. Newton. 2008

208 citations recorded by the source corpus.

Subfields: Education, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/db66da1e33bef79a2a4718c246aeba4ea36522f5

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Citations in the corpus

Teachers’ conceptual understanding of fraction operations: results from a national sample of elementary school teachers (2021, methodology): “Research suggests that not only students struggle with understanding fractions, but so do prospective and in-service elementary school teachers (e.g., Ma, 2010; Newton, 2008; Olanoff, Lo, & Tobias, 2014).”
Academic music: music instruction to engage third-grade students in learning basic fraction concepts (2012, background): “For example, students in the experimental group were far less likely to add across numerator and denominator, a common mistake made by students learning to add and subtract fractions, which often persists into high school (Newton, 2008).”
Student Teachers’ and Experienced Teachers’ Professional Vision of Students’ Understanding of the Rational Number Concept (2020, unknown): “This is partly due to deficiencies in primary school teachers’ content knowledge and pedagogical content knowledge of rational numbers (Merenluoto and Lehtinen 2004; Newton 2008).”
Teacher Knowledge Experiment: Testing Mechanisms Underlying the Formation of Preservice Elementary School Teachers’ Pedagogical Content Knowledge Concerning Fractions and Fractional Arithmetic (2018, background): “Likewise, teachers, especially elementary school teachers, tend to have limited content and pedagogical content knowledge about fractions and fractional arithmetic (Depaepe et al., 2015; Newton, 2008).”
Preservice elementary school teachers’ knowledge of fractions: a mirror of students’ knowledge? (2014, background): “Since teacher education is considered to be a crucial period to obtain a profound understanding of fractions (Borko et al. 1992, Ma 1999, Newton 2008, Toluk-Ucar 2009, Zhou et al. 2006), we include both first-year and last-year preservice teachers.”
Lesson Study to Scale Up Research-Based Knowledge: A Randomized, Controlled Trial of Fractions Learning (2017, background): “The remaining 12 items were drawn from two other published assessments and six research articles (Beckmann, 2005; Center for Research in Mathematics and Science Teacher Development, 2005a, 2005b; Newton, 2008; Norton & McCloskey, 2008; Post, Harel, Behr, & Lesh, 1988; Schifter, 1998; Zhou, Peverly, ”
Neurocognitive Architectures and the Nonsymbolic Foundations of Fractions Understanding (2016, unknown): “teachers and highly educated professionals – struggle to understand fractions (Lipkus, Samsa, & Rimer, 2001; National Mathematics Advisory Panel, 2008; Newton, 2008; Post, Harel, Behr, & Lesh, 1991; Reyna & Brainerd, 2008; Stigler, Givvin, & Thompson, 2010).”
Lesson Study with Mathematical Resources: A Sustainable Model for Locally-Led Teacher Professional Learning. (2014, background): “Research on pre-service teachers' knowledge reveals difficulties in common with elementary students (such as failure to grasp that different denominators cannot be added without conversion) and also difficulties different from those of younger students (Newton, 2008).”
Understanding the Development of Flexibility in Struggling Algebra Students (2010, background): “Recent arguments have emerged that critically examine the procedural/conceptual knowledge framework, with an emphasis on challenging how the two knowledge types have been defined and measured (Baroody, Feil, & Johnson, 2007; Newton, 2008; Star, 2005, 2007).”
Teaching and Learning About Whole Numbers in Primary School (2016, background): “…of studies was with prospective rather than in-service teachers; this is probably due to teacher educators collecting data with their students in order to provide a basis for or to analyze their own practice (e.g., Isik and Kar 2012; Lo and Luo 2012; Newton 2008, 2009; Osana and Royea 2011).”
Mathematical Content Knowledge for Teaching Elementary Mathematics: A Focus on Fractions (2014, unknown): “Newton (2008) conducted a comprehensive survey of PTs’ fraction knowledge that included both routine and non-‐routine problems covering different types of fraction questions typically found in”