Keywords
Education, Professional Development, Fractions, Conceptual Understanding
Abstract
In an attempt to examine my practice of providing conceptually-based professional development on fractions to fifth grade teachers, I conducted a series of four one hour professional development workshops. I focused on the conceptual understanding of ordering, adding, and subtracting fractions. I examined the solution process that teachers used to solve fraction problems and their abilities to explain and justify their solutions in an attempt to interpret their understanding. My data showed the effects of this workshop series. The study helped determine the effects of conceptually-based professional development on fractions as demonstrated in the teachers' discussions, participation, and written explanations.
Notes
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Graduation Date
2009
Advisor
Dixon , Juli
Degree
Master of Education (M.Ed.)
College
College of Education
Department
Teaching and Learning Principles
Degree Program
K-8 Mathematics and Science Education
Format
application/pdf
Identifier
CFE0002608
URL
http://purl.fcla.edu/fcla/etd/CFE0002608
Language
English
Release Date
May 2009
Length of Campus-only Access
None
Access Status
Masters Thesis (Open Access)
STARS Citation
Maguhn, Jessica, "Fostering Teacher's Conceptual Understanding Of Ordering, Adding, And Subtracting Fractions Through School-based Professional Development" (2009). Electronic Theses and Dissertations. 4140.
https://stars.library.ucf.edu/etd/4140