IDEAS home Printed from https://ideas.repec.org/a/bjc/journl/v3y2019i11p451-455.html
   My bibliography  Save this article

Prospective Mathematics Teachers’ Knowledge of Fractions

Author

Listed:
  • Wahab S. Kolawole

    (Department of Mathematics, Government Secondary School Hajj Camp, Gwagwalada Abuja, Nigeria)

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.

Suggested Citation

  • Wahab S. Kolawole, 2019. "Prospective Mathematics Teachers’ Knowledge of Fractions," International Journal of Research and Scientific Innovation, International Journal of Research and Scientific Innovation (IJRSI), vol. 3(11), pages 451-455, November.
    • Handle: RePEc:bjc:journl:v:3:y:2019:i:11:p:451-455
    as

    Download full text from publisher

    File URL: https://www.rsisinternational.org/journals/ijriss/Digital-Library/volume-3-issue-11/451-455.pdf
    Download Restriction: no
    File URL: https://www.rsisinternational.org/virtual-library/papers/prospective-mathematics-teachers-knowledge-of-fractions/
    Download Restriction: no
    ---><---

    More about this item

    Statistics

    Access and download statistics

    Corrections

    All material on this site has been provided by the respective publishers and authors. You can help correct errors and omissions. When requesting a correction, please mention this item's handle: RePEc:bjc:journl:v:3:y:2019:i:11:p:451-455. See general information about how to correct material in RePEc.

    If you have authored this item and are not yet registered with RePEc, we encourage you to do it here. This allows to link your profile to this item. It also allows you to accept potential citations to this item that we are uncertain about.

    We have no bibliographic references for this item. You can help adding them by using this form .

    If you know of missing items citing this one, you can help us creating those links by adding the relevant references in the same way as above, for each refering item. If you are a registered author of this item, you may also want to check the "citations" tab in your RePEc Author Service profile, as there may be some citations waiting for confirmation.

    For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: Dr. Renu Malsaria (email available below). General contact details of provider: https://rsisinternational.org/journals/ijrsi/ .

    Please note that corrections may take a couple of weeks to filter through the various RePEc services.

    IDEAS is a RePEc service. RePEc uses bibliographic data supplied by the respective publishers.