Search results for: Luo Fenqjen

This article investigates the fraction knowledge of prospective elementary teachers in Taiwan. The findings suggest that Taiwanese prospective elementary teachers’ common fraction knowledge is quite secure. Many of them have developed multiple strategies for solving fraction division word problems and showed flexibility in utilizing them. All three of the major strategies prospective teachers used to solve the number line problem and the jogging problem are built upon multiple pieces of the knowledge package described by Ma (1999). The authors recommend a concerted effort to help prospective elementary teachers develop a level of proficiency on fraction division comparable to their Taiwanese counterparts at the conclusion of their required mathematics courses.