분수 나눗셈 스토리 문제 만들기에 관한 예비교사 지식 조사 연구 = An Analysis of Pre-service Teachers` Pedagogical Content Knowledge about Story Problem for Division of Fractions

다국어 초록 (Multilingual Abstract)

This study examined pre-service teachers`` pedagogical content knowledge of fraction division in a context where they were asked to write a story problem for a symbolic expression illustrating a whole number divided by a proper fraction. Problem-posing is an important instructional strategy with the potential to create meaningful contexts for learning mathematical concepts, especially when real-world applications are intended. In this study, story problems written by 135 elementary pre-service teachers were analyzed with respect to mathematical correctness. error types, and division models. Patterns and tendencies in elementary pre-service teachers`` knowledge of fraction division were identified. Implicaitons for teaching and teacher education are discussed.

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