Mathematical Knowledge In Teaching Fraction Concepts

Kathir Veloo, Palanisamy and Puteh, Marzita (2017) Mathematical Knowledge In Teaching Fraction Concepts. Science International, 29(2) (1). pp. 109-114. ISSN 1013-5316

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Abstract

Teachers need various types of knowledge in order to deliver various concepts at elementary level especially the teaching of mathematics among primary school children.In this paper, Balls’ framework (2008) or, Mathematical Knowledge for Teaching (MKT) is used as benchmark guideline.This paper investigates and explores component of MKT knowledge among experienced teachers of the primary school.Data collected using paper pencil test and interview.This paper, narrowed to teacher’s knowledge and their practices while teaching the skill of comparing various fractions included.The data gathered from teachers were analyzed using thematic analysis techniques.The results indicated that teachers lack various components of MKT knowledge as a proposal by various researchers and assumed that teaching as procedural more than enough due to lack of deep understanding of mathematics and the various types of MKT it’s not required due to the practices in the classroom, PKSR (Penilaian Kendalian Sekolah Rendah) and year six examination UPSR (Ujian Pencapaian Sekolah Rendah)

Item Type: Article
Subjects: L Education > L Education (General)
Q Science > QA Mathematics
Faculties: Faculty of Science and Mathematics
Depositing User: Hafizah Yahya
Date Deposited: 01 Mar 2019 09:46
Last Modified: 01 Mar 2019 09:46
URI: http://ir.upsi.edu.my/id/eprint/3747

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