Education, Professional Development, Fractions, Conceptual Understanding
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.
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Dixon , Juli
Master of Education (M.Ed.)
College of Education
Teaching and Learning Principles
K-8 Mathematics and Science Education
Length of Campus-only Access
Masters Thesis (Open Access)
Maguhn, Jessica, "Fostering Teacher's Conceptual Understanding Of Ordering, Adding, And Subtracting Fractions Through School-based Professional Development" (2009). Electronic Theses and Dissertations, 2004-2019. 4140.