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Middle School Preservice Teachers’ Knowledge of Division with a Remainder

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There has been continued debate over inservice and preservice teachers’ knowledge of the mathematics content they teach. In this study, the researchers examined middle school preservice teachers’ knowledge of division with a remainder through a problem posing task. The results showed preservice teachers were able to pose various contextualized problems. Most of the posed problems focused on partitive division interpretation. When dealing with a remainder, the preservice teachers preferred to leave it as a left over or discarded it rather than partitioned it as a fraction/percent/decimal, forced to the next whole number, or rounded to an approximate number. These findings suggest mathematics teacher educators facilitate the learning of mathematical content by providing rich activities on division-with-remainder within teacher preparation programs.

Keywords: Long Division; Problem Generation; Teacher Education; Understanding; Whole Number

Document Type: Research Article

Affiliations: 1: Faculty of Education, Universiti Kebangsaan Malaysia, 43600 UKM Bangi, Malaysia 2: Department of Teaching, Learning and Culture, Texas A&M University, College Station, TX 77843, United States of America

Publication date: November 1, 2018

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