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Exploring Pre-Service Primary School Teachers Strategies in Solving Addition of Fractions
Fraction is one of the mathematical topics studied in primary school. Current methods of teaching fractions often lack a solid conceptual foundation, leading to the perception that fractions are difficult and confusing. Consequently, it is crucial to understand the strategies employed by prospective teachers in solving fractional problems to enhance pupil comprehension. The aim of this research is to explore the strategies used by pre-service primary school teachers to solve problems involving fractions. This study employs a descriptive qualitative methodology through an exploratory approach, utilizing data collection techniques such as video recordings, observations and interviews. The subjects of this research were first-year students in the Primary School Teacher Education Program at a private university in Jakarta, Indonesia. By analyzing the written test responses of pre-service primary school teachers, the researchers examined the strategies used to solve basic fraction calculation problems. The findings indicate that pre-service primary school teachers employ various strategies in addressing fraction computation problems, highlighting notable differences in their approaches.
The 5th International Conference on Teacher Education and Professional Development (InCoTEPD) 2024
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