Future preschool teacher's mathematics knowledge for teaching : a case of fractions
Lipovec, Alenka
Mathematics knowledge for teaching (MKT) is a characteristic predictor of the quality of later teaching. The presented study fills out the gap in the literature, referring to the pre-school period. ...The findings relate to the "equal parts of a given whole" concept, which precedes the concept of fractions. Fractions are sparsely presented in pre-primary mathematics, even though they often occur in real life. Children with underdeveloped concepts of fractions build up incorrect schemes, which are later difficult to eliminate. Nevertheless, the ways of presenting those concepts to children are of crucial importance for future children's mathematical achievements. We have analysed the examples that future educators proposed as real-life cases for simple fractions useful in preschool settings. Data show that MKT of the future preschool educators (N = 163) is weak. MKT was analysed with for mathematics conceptualized Shulman's model. The results have shown that weak areas of preschool future educators can be found in specialised content knowledge, horizon content knowledge, and knowledge of content and curricula. Participants when providing real-life examples of fractions did not follow the general didactic principle of example diversity and thus reduced the number of child's experiences from which the concept could be abstracted.
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