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sciencedirect.com – Linking teachers’ solution strategies to their performance on fraction word problems

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Highlights

Teachers’ written solutions to fraction multistep word problems were analyzed.

Teachers’ strategy and representations use moderately explained their solution correctness.

Teachers’ background characteristics accounted for little variance in solution correctness.

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.

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Troels Gannerup Christensen

Jeg er ansat som adjunkt hos Læreruddannelsen i Jelling, hvor jeg underviser i matematik, specialiseringsmodulet teknologiforståelse, praktik m.m. Jeg har tidligere været ansat som pædagogisk konsulent i matematik og tysk hos UCL ved Center for Undervisningsmidler (CFU) i Vejle og lærer i udskolingen (7.-9. klasse) på Lyshøjskolen i Kolding. Jeg er ejer af og driver bl.a. hjemmesiderne www.lærklokken.dk og www.iundervisning.dk, ggbkursus.dk og er tidligere fagredaktør på matematik på emu.dk. Jeg går ind for, at læring skal være let tilgængelig og i størst mulig omfang gratis at benytte.

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