A study of preservice teachers’ knowledge of fractions teaching in multiple teacher training

• Main Authors: Ching-Wen Lee, 李靜雯
• Other Authors: 蘇順德
• Format: Others
• Language: zh-TW
• Published: 2005
• Online Access: http://ndltd.ncl.edu.tw/handle/62544606803057537853

碩士 === 國立屏東師範學院 === 數理教育研究所 === 93 === It is worth to research into the preservice teachers’ knowledge of fractions teaching in multiple teacher training.The purposes of this study are as follows : 1. To compare and analyze the knowledge of fractions teaching of preservice teachers in different kind of Teacher Training Institution. 2. To compare and analyze the knowledge of fractions teaching between the preservice teachers who have the background of mathmatics or not . 3. To compare and analyze the knowledge of fractions teaching of preservice teachers who have the background of mathmatics in different kind of Teacher Training Institution. 4. To compare and analyze the knowledge of fractions teaching of preservice teachers who haven’t the background of mathmatics in different kind of Teacher Training Institution. This is a quantitative study which mainly use the investigative method , to gather the knowledge of fractions teaching(includes the knowledge of fractions ,the knowledge of the students’ fractions learning and the knowledge of the fractions teaching materials and methods) of preservice teachers through a written test. The objects of study are preservice teachers in elementary schools in Teacher Training Institution in the whole country , and there was 149 sample in this study. The researcher analyzed by the statistical method after retrieving the test. The results were drawn as follows: 1.There was significant difference in the knowledge of the students’ fractions learning and the knowledge of the fractions teaching materials and methods between the preservice teachers who trained by different kind of Teacher Training Institution. 2.There is significant difference in knowledge of fractions and the knowledge of the fractions teaching materials and methods between the preservice teachers who have the background of mathmatics or not. 3.There was no significant difference in knowledge of fractions teaching between preservice teachers who have the background of mathmatics in different kind of Teacher Training Institution. 4.There was significant difference in knowledge of fractions between preservice teachers who haven’t the background of mathmatics in different kind of Teacher Training Institution. 5.Preservice teachers in National Teachers College perform better than those in ITT of National university in the knowledge of the students’ fractions learning , but perform worse in knowledge of fractions. 6.Generally speaking, preservice teachers in ITT of National university perform worse in knowledge of fractions, the knowledge of the students’ fractions learning and the knowledge of the fractions teaching materials and methods. 7.Generally speaking, preservice teachers in private Teacher Training Institution perform better in knowledge of fractons and the knowledge of the fractions teaching materials and methods. Base upon the results of the study , the conclusion were drawn as follows: 1.In teacher training curriculum ,the interning time will influence the ability of the knowledge of the students’ fractions learning. 2.The teaching willingness will influence the learning of the knowledge of the fractions teaching materials and methods. 3.The amount of understanding of the knowledge of fractions for preservice teachers will not directly influence the knowledge of the students’ fractions learning and the knowledge of the fractions teaching materials and methods.