Η μαθηματική εκπαίδευση των δασκάλων και το επίπεδο διαδικαστικής γνώσης και εννοιολογικής κατανόησης των κλασμάτων

Περίληψη

The mathematical preparation of prospective elementary school teachers has recently been the focus of a number of research studies in different countries around the world. The depth of knowledge when the newcomers join the department of education plays a major role in their future career and it should be taken into account when designing appropriate programs of study to cater for their actual needs. In the present study the prospective teachers' procedural and conceptual knowledge of fractions was investigated through a specially prepared written questionnaire. The results indicated that when entering University, the Cypriot prospective elementary teachers had a narrow understanding of the basic ideas underlying the conceptual understanding of fractions, where as their procedural knowledge could be described as satisfactory. A statistically significant difference was found between the means, favouring the performance in procedural against the performance in conceptual knowledge of fractions. The findings suggest that the mathematics programs of prospective elementary teachers should emphasise conceptual understanding of fractions and the connections between conceptual and, procedural knowledge in general.