Abstract

The purpose of this Dissertation in Practice was to inform pre-service elementary education teachers of conceptual and procedural methods for teaching fractions. The problem of practice began when the researcher noticed a deficiency in fraction addition knowledge for a remedial mathematics program at a local private university. Further exposure of fraction knowledge for the 2014 third-grade Florida Comprehensive Assessment Test scores at a local elementary charter school ascertained slightly above 50% of those students making a 70% percentile or higher. Now that Florida State Standards are aligned with the Common Core Standards, pre-service elementary teachers need to know how to teach fractions procedurally and conceptually. This research-based model was used to determine the level of fraction knowledge, math anxiety level, and present NCTM videos aligned with Common Core Standards. A key element of the model was the performance assessment of the participants teaching randomly selected fraction problems they had already encountered confirming the need for more professional development in this essential mathematics domain.

Notes

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Graduation Date

2015

Semester

Summer

Advisor

Hopp, Carolyn

Degree

Doctor of Education (Ed.D.)

College

College of Education and Human Performance

Department

Teaching, Learning and Leadership

Degree Program

Education

Format

application/pdf

Identifier

CFE0006215

URL

http://purl.fcla.edu/fcla/etd/CFE0006215

Language

English

Release Date

February 2016

Length of Campus-only Access

None

Access Status

Dissertation in Practice (Open Access)

Included in

Education Commons

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