Primary teacher studentsʼ understanding of fraction representational knowledge in Slovenia and Kosovo

Manfreda Kolar, Vida (author), Hodnik, Tatjana (author), Vula, Eda (author)

The study of primary teacher students’ knowledge of fractions is very important because fractions present a principal and highly complex set of concepts and skills within mathematics. The present study examines primary teacher students’ knowledge of fraction representations in Slovenia and Kosovo. According to research, there are five subconstructs of fractions: the part-whole subconstruct, the measure subconstruct, the quotient subconstruct, the operator subconstruct and the ratio subconstruct. Our research focused on the part-whole and the measure subconstructs of fractions, creating nine tasks that were represented by different modes of representation: area/region, number line and sets of objects. The sample consisted of 76 primary teacher students in Slovenia and 93 primary teacher students in Kosovo. Both similarities and differences of the primary teacher students’ interpretations of the representations across the two countries were revealed and compared. The findings suggest that primary teacher students from both countries need to upgrade their understanding of fractions. The analysis confirms that the formal mathematical knowledge acquired by primary teacher students is not necessarily adequate for teaching elementary concepts in school.

• Language: English
• Keywords: primary teacher student, fraction, representation, partwhole subconstruct, measure subconstruct
• Work type: Article
• Typology: 1.01 - Original Scientific Article
• Organization: PEF - Faculty of Education
• Publication status: Published
• Publication version: Version of Record
• Year: 2018
• Number of pages: Str. 71-96
• Numbering: Vol. 8, no. 2
• PID: 20.500.12556/RUL-102052
• UDC: 37.091.3:51
• ISSN on article: 1855-9719
• DOI: 10.26529/cepsj.342
• COBISS.SI-ID: 12040009

Copyright

Podatek o licenci CC BY 4.0 je naveden na pristajalni strani članka (glej zgoraj izvorni URL). (Datum opombe: 4. 9. 2025)

• Publication date in RUL: 31.08.2018

Record is a part of a journal

• Title: CEPS journal. Center for Educational Policy Studies Journal
• Publisher: Pedagoška fakulteta, Univerza v Ljubljani, Pedagoška fakulteta Univerze, Založba Univerze v Ljubljani, = University of Ljubljana Press
• ISSN: 1855-9719
• COBISS.SI-ID: 252707584

Licences

• License: CC BY 4.0, Creative Commons Attribution 4.0 International
• Link: http://creativecommons.org/licenses/by/4.0/
• Description: This is the standard Creative Commons license that gives others maximum freedom to do what they want with the work as long as they credit the author.

Secondary language

• Language: Slovenian
• Title: Razumevanje reprezentacij o ulomkih pri študentih razrednega pouka v Sloveniji in na Kosovu

Abstract

Preučevanje razumevanja ulomkov pri študentih razrednega pouka je izjemnega pomena, saj ulomki predstavljajo temeljni in hkrati zelo kompleksen sistem konceptov in veščin znotraj matematike. V tej raziskavi smo raziskali razumevanje reprezentacij o ulomkih med študenti razrednega pouka iz Slovenije in Kosova. Na osnovi raziskav s področja ulomkov je znano, da obstaja pet podkonceptov ulomkov: podkoncept del – celota, podkoncept merjenja, kvocientni podkoncept, podkoncept operacije in podkoncept razmerja. V naši raziskavi smo se osredinili na podkoncepta del – celota in merjenja ter sestavili devet nalog, ki so ustrezale različnim načinom reprezentacije ulomka: ploskovni model, številska os in množica objektov. Vzorec v raziskavi je predstavljalo 77 slovenskih in 93 kosovskih študentov razrednega pouka. Rezultati razkrivajo nekatere podobnosti in razlike pri interpretacijah reprezentacij v obeh državah in nakazujejo, da bi bilo treba izboljšati razumevanje ulomkov pri študentih razrednega pouka obeh držav. Analiza potrjuje, da formalno matematično znanje, ki so ga ti študentje pridobili med izobraževanjem, ni zadostno za ustrezno poučevanje osnovnih pojmov o ulomkih v šoli.

• Keywords: matematika, ulomki, razumevanje, učne metode, osnovne šole, študent razrednega pouka