PROSPECTIVE MATHEMATICS TEACHERS' KNOWLEDGE OF FRACTION

SAHEED KOLAWOLE WAHAB 9 PAGES (2772 WORDS) Article
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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

SAHEED KOLAWOLE, W (2019). PROSPECTIVE MATHEMATICS TEACHERS' KNOWLEDGE OF FRACTION. Afribary.com: Retrieved November 21, 2019, from https://afribary.com/works/prospective-mathematics-teachers-knowledge-of-fraction

MLA 8th

WAHAB, SAHEED KOLAWOLE. "PROSPECTIVE MATHEMATICS TEACHERS' KNOWLEDGE OF FRACTION" Afribary.com. Afribary.com, 17 Oct. 2019, https://afribary.com/works/prospective-mathematics-teachers-knowledge-of-fraction . Accessed 21 Nov. 2019.

MLA7

WAHAB, SAHEED KOLAWOLE. "PROSPECTIVE MATHEMATICS TEACHERS' KNOWLEDGE OF FRACTION". Afribary.com, Afribary.com, 17 Oct. 2019. Web. 21 Nov. 2019. < https://afribary.com/works/prospective-mathematics-teachers-knowledge-of-fraction >.

Chicago

WAHAB, SAHEED KOLAWOLE. "PROSPECTIVE MATHEMATICS TEACHERS' KNOWLEDGE OF FRACTION" Afribary.com (2019). Accessed November 21, 2019. https://afribary.com/works/prospective-mathematics-teachers-knowledge-of-fraction