RUME 26
2024
Omaha, Nebraska
Preservice Teachers’ Knowledge and Understanding of Fraction Division
Page: 1299
It is important for preservice teachers (PSTs) to have a deep and connected conceptual understanding of mathematical concepts they will teach in their future classrooms (Ball, 1990; Da Ponte & Chapman, 2015). Therefore, it is important to investigate PSTs’ conceptions, connections, notions, and understandings of specific mathematics concepts so that results can be used to inform effective instruction in content courses for future teachers.