Mehdi Izadi; Ebrahim Reyhani
Abstract
This research was conducted with the aim of investigating Mathematical-Task Knowledge and Common Content Knowledge of elementary School teachers of fraction concept in Tehran province. The method of this study was descriptive-survey method, its statistical population ...
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This research was conducted with the aim of investigating Mathematical-Task Knowledge and Common Content Knowledge of elementary School teachers of fraction concept in Tehran province. The method of this study was descriptive-survey method, its statistical population included the elementary School teachers in Tehran province in the academic year 1397-1398 and its sample were 137 people selected by multi-stage cluster sampling method. In this study, a researcher-made test consisting of an unusual two-part task was used to examine the Mathematical-Task Knowledge and Common Content Knowledge of elementary teachers regarding the fraction concept. The results of the study revealed that teachers do not have suitable Mathematical-Task Knowledge and Common Content Knowledge of the fraction concept (part-whole sub-construct). The overemphasis on part-whole sub-construct, lack of attention to all aspects of part-whole sub-construct of fraction, and lack of balanced attention to other sub-constructs of fraction concept in the educational content of teachers and students can be part of the possible causes of this weakness. Therefore, balancing the various sub-constructs of fraction concept and disengagement from the part-whole approach in the educational content of teachers and students and improving elementary teachers' Common Content Knowledge and Mathematical-Task Knowledge through courses and workshops are the suggestions of this study.
