PROSPECTIVE MATHEMATICS TEACHERS' KNOWLEDGE OF FRACTION

ABSTRACT: The main purpose of this study was to assess Nigerian prospective mathematics

teachers’ knowledge of fractions. This study adopted descriptive research design using ex-post facto

type. The study population comprised of all 300L prospective mathematics teachers in F.C.T College

of Education, Zuba Abuja. The study used Fraction Knowledge Test (FKT) and a self-administered

questionnaire to collect data from 68 prospective mathematics teachers who were selected by the use

of simple random sampling. Data were analyzed using descriptive statistics and multiple regressions

at 0.05 level of significance. Result of the findings revealed that prospective teachers displayed better

fraction knowledge on procedure than on conception; they had difficulty in division of fractions

because of their inadequate knowledge in multiplicative thinking and their fraction procedural

knowledge moderately correlated with their problem solving. Based on the findings, it was

recommended that universities and colleges of education in Nigeria should, as a matter of urgency,

help prospective teachers to develop deep understanding of mathematics (especially fraction concept)

that they need for their future teaching and proper monitoring of teaching activities in both primary

and secondary schools school be intensified.

Keywords: Prospective mathematics teachers, knowledge and fractio

ABSTRACT: The main purpose of this study was to assess Nigerian prospective mathematics

teachers’ knowledge of fractions. This study adopted descriptive research design using ex-post facto

type. The study population comprised of all 300L prospective mathematics teachers in F.C.T College

of Education, Zuba Abuja. The study used Fraction Knowledge Test (FKT) and a self-administered

questionnaire to collect data from 68 prospective mathematics teachers who were selected by the use

of simple random sampling. Data were analyzed using descriptive statistics and multiple regressions

at 0.05 level of significance. Result of the findings revealed that prospective teachers displayed better

fraction knowledge on procedure than on conception; they had difficulty in division of fractions

because of their inadequate knowledge in multiplicative thinking and their fraction procedural

knowledge moderately correlated with their problem solving. Based on the findings, it was

recommended that universities and colleges of education in Nigeria should, as a matter of urgency,

help prospective teachers to develop deep understanding of mathematics (especially fraction concept)

that they need for their future teaching and proper monitoring of teaching activities in both primary

and secondary schools school be intensified.

Keywords: Prospective mathematics teachers, knowledge and fractio

ABSTRACT: The main purpose of this study was to assess Nigerian prospective mathematicsteachers’ knowledge of fractions. This study adopted descriptive research design using ex-post factotype. The study population comprised of all 300L prospective mathematics teachers in F.C.T Collegeof Education, Zuba Abuja. The study used Fraction Knowledge Test (FKT) and a self-administeredquestionnaire to collect data from 68 prospective mathematics teachers who were selected by the useof simple random sampling. Data were analyzed using descriptive statistics and multiple regressionsat 0.05 level of significance. Result of the findings revealed that prospective teachers displayed betterfraction knowledge on procedure than on conception; they had difficulty in division of fractionsbecause of their inadequate knowledge in multiplicative thinking and their fraction proceduralknowledge moderately correlated with their problem solving. Based on the findings, it wasrecommended that universities and colleges of education in Nigeria should, as a matter of urgency,help prospective teachers to develop deep understanding of mathematics (especially fraction concept)that they need for their future teaching and proper monitoring of teaching activities in both primaryand secondary schools school be intensified.Keywords: Prospective mathematics teachers, knowledge and fractio

Abstract

Introduction

Statement of the Problem

Research Questions

Research Hypotheses

Significance of the Study

Methodology

Findings

Discussion of Findings

Recommendations

References

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APA

WAHAB, S. (2019). PROSPECTIVE MATHEMATICS TEACHERS' KNOWLEDGE OF FRACTION. Afribary. Retrieved from https://tracking.afribary.com/works/prospective-mathematics-teachers-knowledge-of-fraction

MLA 8th

WAHAB, SAHEED KOLAWOLE "PROSPECTIVE MATHEMATICS TEACHERS' KNOWLEDGE OF FRACTION" Afribary. Afribary, 17 Oct. 2019, https://tracking.afribary.com/works/prospective-mathematics-teachers-knowledge-of-fraction. Accessed 24 Nov. 2024.

MLA7

WAHAB, SAHEED KOLAWOLE . "PROSPECTIVE MATHEMATICS TEACHERS' KNOWLEDGE OF FRACTION". Afribary, Afribary, 17 Oct. 2019. Web. 24 Nov. 2024. < https://tracking.afribary.com/works/prospective-mathematics-teachers-knowledge-of-fraction >.

Chicago

WAHAB, SAHEED KOLAWOLE . "PROSPECTIVE MATHEMATICS TEACHERS' KNOWLEDGE OF FRACTION" Afribary (2019). Accessed November 24, 2024. https://tracking.afribary.com/works/prospective-mathematics-teachers-knowledge-of-fraction

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