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"Ours Is Not to Reason Why, Just Invert and Multiply": An Insight into Irish Prospective Secondary Teachers' Conceptual Understanding of the Division of Fractions
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Slattery, Joseph; Fitzmaurice, Olivia – Irish Educational Studies, 2014
This paper reports on an investigation into the conceptual knowledge, through the domain of fraction division, of prospective secondary mathematics teachers in their final/fourth year of undergraduate initial teacher education. The aim of the study is to assess if levels of conceptual knowledge in this domain are sufficient in order for these…
Descriptors: Secondary School Teachers, Mathematics Instruction, Mathematical Concepts, Knowledge Base for Teaching