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Highlights
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Teachers’ written solutions to fraction multistep word problems were analyzed.
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Teachers’ strategy and representations use moderately explained their solution correctness.
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Teachers’ background characteristics accounted for little variance in solution correctness.
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The use of informal strategies and representations were key to correct solutions.
Abstract
Examining teachers’ knowledge of fraction word problems is important in light of research demonstrating difficulties in both teaching and learning fractions and word problems involving fractions. This study examined fourth- and fifth-grade teachers’ (N = 350) written solutions to three fraction multistep word problems to unearth the salient factors contributive to performance on word problems. We found teachers’ strategies explain teachers’ success in solving word problems. In contrast, the characteristics of teachers’ backgrounds account for little variance in success in solving word problems. Furthermore, the findings underscore the importance of using informal strategies and pictorial representations in solving word problems successfully.