Visualization of fractions – a challenge for pre-service teachers?
Résumé
Most pre-service teachers (PSTs) are familiar with the algorithm for addition of fractions. The work for teacher education is to help PSTs to "unpack" the algorithm in order to gain breadth and depth in their understanding. In this paper, we investigate which representations PSTs prefer to use when asked to visualize and explain addition of fractions on a national exam in Norway. We discuss in which ways they demonstrate why and how the standard algorithm works. Our analysis shows that the PSTs prefer to illustrate the sum of two fractions using the sub-construct part-whole in a rectangle shaped area model.
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