Building teacher knowledge: An in-depth examination of fractions.

다국어 초록 (Multilingual Abstract)

This study investigated how 43 participants' knowledge of fractions changed after participating in an in-depth residential institute. The participants ranged in experience (novice and experienced) and grade level (elementary and secondary). Qualitative and quantitative data, a test, questionnaire, reflections, videotaped conversations, interviews and a portfolio, examined participants subject matter and pedagogical content knowledge of fractions. The results indicate that participants demonstrated a greater understanding of the constructs, the division of fractions and the concept of a unit. In terms of pedagogical content knowledge, participants expanded the types of examples they use to represent fraction, their knowledge of manipulatives, and their understanding of fraction curriculum. Many of the participants transferred some element of their knowledge into their classroom practice.