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RESEARCH PAPER
Building network of relationships between teachers’ mathematical knowledge for teaching fractions and teaching practices
1
Department of Mathematics and ICT Education, University of Cape Coast, Cape Coast, GHANA
Online publication date: 2023-03-16
Publication date: 2023-04-01
EURASIA J. Math., Sci Tech. Ed 2023;19(4):em2251
KEYWORDS
mathematical knowledge for teachingteaching practicesmathematical taskframeworknetwork of relationships
ABSTRACT
This study sought to explore a network of relationships between pre-service teachers’ (PSTs’)
mathematical knowledge for teaching fractions (MKTF) and their teaching practices. It was based
on the mathematical knowledge for teaching framework and the mathematical task framework
that identify teacher knowledge domains and teaching practices required for quality teaching of
mathematics. Data was collected from 171 PSTs using two instruments: MKTF test and teaching
practices test. Though the results showed significant correlations among several domains of the
PSTs MKTF, the study identified knowledge of content of fractions and students as the knowledge
domain that appeared to find its focus in the future teachers’ minds that connect to all their MKTF
domains. Furthermore, out of the five constructs on teaching practices, the study identified: using
representations and responding to student’s requests for help as practices with the pronounced
influence on the teaching practices of future teachers as they correlated with majority of the
constructs defining the PSTs teaching practices. The findings of this study have implications for
the training of PSTs in Ghana as well as countries with similar contexts.
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| eISSN: | 1305-8223 |
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