Roslinda Rosli, Dianne Goldsby, Mary Margaret Capraro, Anthony J Onwuegbuzie, Robert M Capraro, Elsa Gonzalez Y Gonzalez


Previous research has shown knowledge, perceptions, and attitudes are essential factors during mathematics classroom instruction. The current study examined the effects of a 3-week fraction instructional unit using concrete models, problem-solving, and problem-posing to improve elementary preservice teachers’ knowledge, perceptions and attitudes towards fractions. A quasi-experiment design was implemented to gather data via closed-ended, open-ended, and essay tasks from a convenience sampling of 71 female elementary preservice teachers during pre- and post-assessments. The study discovered that the select preservice teachers were weak in the content knowledge specifically on unit-whole, part-whole, equivalent area, arithmetic operations, and ordering fractional values. In contrast, the incorporation of concrete models, problem-solving and problem-posing was effective in improving the preservice teachers’ level of pedagogical content knowledge, perceptions and attitudes towards fractions. Implications of the results and suggestions are discussed.


Elementary School; Problem Posing; Teacher Preparation Program; Preservice Teachers; Mixed Methods

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DOI: https://doi.org/10.22342/jme.11.1.9482.59-76


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Journal on Mathematics Education
Doctoral Program on Mathematics Education
Faculty of Teacher Training and Education, Universitas Sriwijaya
Kampus FKIP Bukit Besar
Jl. Srijaya Negara, Bukit Besar
Palembang - 30139
email: jme@unsri.ac.id

p-ISSN: 2087-8885 | e-ISSN: 2407-0610
Journal on Mathematics Education is licensed under a Creative Commons Attribution 4.0 International License

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