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

If this is your thesis or dissertation, and want to learn how to access it or for more information about readership statistics, contact us at STARS@ucf.edu

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 Math and Science

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)

Share

COinS