Analysis Slide of Topic Analyzing Analysis Topic of Pre-Service Primary Teachers' Fraction Knowledge Structures Through Problem Posing

This document summarizes a study analyzing pre-service primary teachers' knowledge of fractions through problem posing activities. The study aimed to determine pre-service teachers' fraction knowledge structures by having them generate problems involving fractions. Participants were asked to create problems using specific fractions. Their responses were analyzed semantically and through constant comparative analysis to understand their fraction knowledge. Problem posing was used as it can help teacher educators develop pre-service teachers' mathematical content knowledge and ability to pose problems, an important skill for primary teaching.

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Analysis Slide of Topic Analyzing Analysis Topic of Pre-Service Primary Teachers' Fraction Knowledge Structures Through Problem Posing

Uploaded by

zahiraa qadeer

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Download as PPTX, PDF, TXT or read online on Scribd

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Topic :

Analyzing Pre-Service Primary

Teachers’ Fraction Knowledge
Structures Through Problem Posing
Disediakan oleh : Nur Syazahiraa
Qadeer.
(Minor in teaching Mathematics)
IPG Kampus Darulaman (IPDA)
Pernyataan Masalah :
Tichá & Hošpesová (2012) indicated that pre-service teacher
education students enter university with naive ideas about the nature
of mathematics and mathematics education.

Developing pre-service teachers’ mathematical knowledge structures during their

education tenure is very important for their professional development, and it is
possible to achieve this goal through courses in teacher education programs.

One of the topics they will subsequently teach in primary schools is

problem posing including many mathematical concept such as
fraction.
Research objectives:

It was aimed to determine pre-service primary teachers’ knowledge structures

of fraction through problem posing activities.

A problem posing test consisting of two questions was used and the participants
were asked to generate as many as problems based on the following conditions: i)
𝟏 𝟑 𝟏 𝟑
using both 𝟐 𝐚𝐧𝐝 𝟒 fractions, and ii) using either 𝟐 or 𝟒 fractions.

Analyzing pre-service teachers' knowledge of fractions by means of problem posing

will help teacher educators to develop their knowledge structure of fraction. Doing
that will contribute to pre-service teachers are well equipped regarding problem
posing.
Persoalan Kajian

What is problem posing and its benefit?

What is classification of problem posing

framework?

How pre-service primary teachers learn how

to teach mathematics in primary teacher
education in Turkey?
Research Framework
1 2 3

• In free problem • In semi-structured

problem posing • Structured problem
posing, students are posing situations
asked to pose a situations, students
are given an open occur when a well-
problem on the structured problem
basis of a natural situation and are
invited to explore or problem
situation, such as situation is given
“make up a difficult the structure or to
finish it. Posing and the task is to
problem” or “a construct new
money problem”. problem based on
picture or equations problems
are examples of (Stoyanova, 2003).
semi-structured
problem posing
situations.
Metodologi Kajian

• Data were analyzed using both semantic

and constant comperative analysis

• The results of the study showed that there

was substantial diversity in the

• problems posed by pre-service primary

teachers.Second bullet point here.

• In this study, main data were collected

through a problem posing task, and clinical
interviewing was subsequently used as a
qualitative research method (Ginsburg,
1997).
Data Analysis
Data Analysis
Sekian, Terima
Kasih…