Grade 6 teachers’ s mathematical Knowledge for teaching: The concept of fractions

Authors : France MACHABA, Margaret MOLOTO

Pages : 283-297

Doi:10.17478/jegys.1000495

View : 20 | Download : 7

Publication Date : 2021-12-15

Article Type : Research Paper

Abstract :This article report on two case studies in which we explored two Grade 6 teachers’ mathematical knowledge for teaching the concept of fraction. We were interested in the mathematical knowledge teachers need to know, and how to use, to teach the concept of fraction. Of the two teachers sampled, one teacher insert ignore into journalissuearticles values(Rose); tried to unpack the fraction concept of fraction emphasising the understanding of mathematical concepts through using various modes of representation in teaching the concept of fraction and uses fractional manipulatives to emphasise the understanding of the concept. On the other hand, the teacher insert ignore into journalissuearticles values(Eddy); emphasized procedural knowledge. Eddy used the traditional way of teaching fractions, encouraging learners to memorise rules without understanding. The learners were just blind followers of the rules because they did not tell them where the rules originated, while Rose tried to use various modes of representation in teaching the concept of fraction
Keywords : Fraction concept, models, constructivism, Pedagogical Content Knowledge PCK, mathematical knowledge for teaching MKT,