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

, , University of Alaska Anchorage, United States

Society for Information Technology & Teacher Education International Conference, in New Orleans, Louisiana, United States ISBN 978-1-939797-02-5 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

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.

Citation

Hu, H.W. & Hsiao, W.Y. (2013). Developing Pre-Service Teachers’ Understanding in Division of Fractions by Using TPACK. In R. McBride & M. Searson (Eds.), Proceedings of SITE 2013--Society for Information Technology & Teacher Education International Conference (pp. 4801-4805). New Orleans, Louisiana, United States: Association for the Advancement of Computing in Education (AACE). Retrieved May 31, 2020 from .