An Investigation on Preservice Teachers’ Concepts and Pedagogy Knowledge of Decimal Division
This purpose of this research was to investigate the preservice teachers’ understanding regarding decimal division and the related pedagogy knowledge. There were three goals for this research: (1) to explore the preservice teachers’ concept of decimal division; (2) to examine the preservice teachers’ awareness of the current decimal division learning performance in elementary schools; (3) to investigate the preservice teachers’ knowledge on teaching decimal division. The participants were 462 seniors who enrolled in teacher preparation programs from 5 universities of education. Data were collected via self-constructed questionnaires and tests. The main findings were as the follows:
1. Most participants had no problem solving long division problems with 1-digit remainder. However, some participants did not understand the reason why the quotient was the same but the remainder changed accordingly when the dividend and the divisor were converted to a new unit during the long division procedure. Some participants even thought that moving the decimal point during the procedure was for easier calculation.
2. Most of the participants had clear images regarding students’ development of decimal division. However, some participants could not identify students’ mistakes, and/or the difficulties students may encounter while solving decimal division problems.
3. Most participants ignored the learning sequences of decimal division when they were asked to design learning activities. Some participants only taught by mnemonics or algorithm.
4. The answering rate and the passing rate of opening questions were both low. Some participants gave incomplete, abbreviated descriptions, and/or procedural knowledge when they were asked to describe their thinking and/or teaching instructions.
|關鍵詞||小數除法、師資培育生、教學知識、decimal division、preservice teacher、pedagogy knowledge|