DEVELOPMENT OF AN INSTRUMENT TO MEASURE FRACTION DIVISION OPERATION SENSE

Ali Alenazi

doi:10.18768/ijaedu.35993

DEVELOPMENT OF AN INSTRUMENT TO MEASURE FRACTION DIVISION OPERATION SENSE

Year 2016, , 32 - 39, 22.04.2016

Ali Alenazi

https://doi.org/10.18768/ijaedu.35993

Abstract

This study reports on the development of an instrument to measure fraction division operation sense. Internal content validity of the instrument was established following an extensive item creation and pilot testing. The instrument thereafter was administered to 113 pre-service teachers with an aim to evaluate its internal consistency reliability. Cronbach’s alpha for the total score of instrument was .888. To evaluate test-retest reliability, 59 out of the 113 pre-service teachers used the instrument twice, 14 days apart. Pearson’s correlation for the total score of instrument was .929. These results provide favorable evidence for the reliability of the instrument.

Keywords: Fraction, division, pre-service teachers, internal consistency, test-retest.

Keywords

Fraction, division, pre-service teachers, internal consistency, test-retest

References

Alenazi, A. (2014). Understanding Pre-service Teachers' Self-assessment: The Case of Fraction Division. Available from ProQuest Dissertations and Theses database. (Document ID 1564773522).
Ball, D. L. (1990). The mathematical understandings that prospective teachers bring to teacher education. The Elementary School Journal. 90(4): 449-466. Beckmann, S. (2010).
Mathematics for Elementary Teachers (3rd ed), Boston, MA: Addison-Wesley.
Clauss, J., & Geedey, K. (2010). Knowledge Surveys: Students Ability to Self-Assess. Journal of the
Scholarship of Teaching and Learning, 10 (2), 14-24.
Hinkle, D. E., Wiersma, W., & Jurs, S. G. (2003). Applied statistics for the behavioral sciences. Boston, Mass: Houghton Mifflin.
Huinker D. (2002). Examining dimensions of fraction operation sense. In B. Litwiller (Ed.) Making sense of fractions, ratios, and proportions Reston, VA: National Council of Teachers
of Mathematics. 72-78.
Li Y, Smith D. (2007). Prospective middle school teachers' knowledge in mathematics and pedagogy for teaching - The case of fraction division. In J. H. Woo, H. C. Lew, K. S. Park, & D. Y. Seo (Eds.),
Proceedings of the 31st conference of the international group for the Psychology of Mathematics Education, Vol. 3, pp. 185-192. Seoul, The Republic of Korea: PME.
Lubinski C, Fox T, Thomason R. (1998). Learning to make sense of division of fractions: One K-8 preservice teacher’s perspective. School Science and Mathematics. 98:247-259.
Ma L. (1999). Knowing and teaching elementary mathematics: Teachers’ understanding of fundamental mathematics in China and the United States. Mahwah, NJ: Lawrence Erlbaum Associates.
Meyers, L.S., Gamst, G., & Guarino, A.J. (2013a). Performing data analysis using IBM SPSS. Hoboken, NJ: Wiley.
Nillas, L. (2003). Division of fractions: Preservice teachers’ understanding and use of problem solving
strategies. The Mathematics Educator,7(2), 96 – 113.
Nuhfer, E., & Knipp, D. (2003). The knowledge survey: A tool for all reasons. To Improve the Academy, 21, 59.
Orrill, C., Araujo, Z., & Jacobson, D. (2010). Teachers’ emerging understanding of fractions division as proportional reasoning in professional development. Paper presented at the 2010 Annual Meeting of the American Educational Research Association, San Diego.
Petit, M., Laird, R., & Marsden, E. (2010). A focus on fractions. New York, NY: Routledge.
Simon, M. (1993). Prospective elementary teachers' knowledge of division. Journal for Research in Mathematics Education, 24, 233-254.
Tavakol, M. & Dennick, R. (2011). Making sense of Cronbach's alpha,” International Journal of Medical Education, vol. 2, pp. 53–55.
Tirosh D. (2000). Enhancing prospective teachers’ knowledge of children’s misconceptions: The case of division of fractions. Journal for Research in Mathematics Education. 31(1), 5-25.
Wirth, K. R., & Perkins, D. (2005). Knowledge surveys: An indispensable course design and assessment tool. Innovations in the Scholarship of Teaching and Learning. Retrieved January 13, 2011: http://www.macalester.edu/geology/wirth/WirthPerkinsKS.pdf

Year 2016, , 32 - 39, 22.04.2016

Ali Alenazi

https://doi.org/10.18768/ijaedu.35993

Abstract

References

Alenazi, A. (2014). Understanding Pre-service Teachers' Self-assessment: The Case of Fraction Division. Available from ProQuest Dissertations and Theses database. (Document ID 1564773522).
Ball, D. L. (1990). The mathematical understandings that prospective teachers bring to teacher education. The Elementary School Journal. 90(4): 449-466. Beckmann, S. (2010).
Mathematics for Elementary Teachers (3rd ed), Boston, MA: Addison-Wesley.
Clauss, J., & Geedey, K. (2010). Knowledge Surveys: Students Ability to Self-Assess. Journal of the
Scholarship of Teaching and Learning, 10 (2), 14-24.
Hinkle, D. E., Wiersma, W., & Jurs, S. G. (2003). Applied statistics for the behavioral sciences. Boston, Mass: Houghton Mifflin.
Huinker D. (2002). Examining dimensions of fraction operation sense. In B. Litwiller (Ed.) Making sense of fractions, ratios, and proportions Reston, VA: National Council of Teachers
of Mathematics. 72-78.
Li Y, Smith D. (2007). Prospective middle school teachers' knowledge in mathematics and pedagogy for teaching - The case of fraction division. In J. H. Woo, H. C. Lew, K. S. Park, & D. Y. Seo (Eds.),
Proceedings of the 31st conference of the international group for the Psychology of Mathematics Education, Vol. 3, pp. 185-192. Seoul, The Republic of Korea: PME.
Lubinski C, Fox T, Thomason R. (1998). Learning to make sense of division of fractions: One K-8 preservice teacher’s perspective. School Science and Mathematics. 98:247-259.
Ma L. (1999). Knowing and teaching elementary mathematics: Teachers’ understanding of fundamental mathematics in China and the United States. Mahwah, NJ: Lawrence Erlbaum Associates.
Meyers, L.S., Gamst, G., & Guarino, A.J. (2013a). Performing data analysis using IBM SPSS. Hoboken, NJ: Wiley.
Nillas, L. (2003). Division of fractions: Preservice teachers’ understanding and use of problem solving
strategies. The Mathematics Educator,7(2), 96 – 113.
Nuhfer, E., & Knipp, D. (2003). The knowledge survey: A tool for all reasons. To Improve the Academy, 21, 59.
Orrill, C., Araujo, Z., & Jacobson, D. (2010). Teachers’ emerging understanding of fractions division as proportional reasoning in professional development. Paper presented at the 2010 Annual Meeting of the American Educational Research Association, San Diego.
Petit, M., Laird, R., & Marsden, E. (2010). A focus on fractions. New York, NY: Routledge.
Simon, M. (1993). Prospective elementary teachers' knowledge of division. Journal for Research in Mathematics Education, 24, 233-254.
Tavakol, M. & Dennick, R. (2011). Making sense of Cronbach's alpha,” International Journal of Medical Education, vol. 2, pp. 53–55.
Tirosh D. (2000). Enhancing prospective teachers’ knowledge of children’s misconceptions: The case of division of fractions. Journal for Research in Mathematics Education. 31(1), 5-25.
Wirth, K. R., & Perkins, D. (2005). Knowledge surveys: An indispensable course design and assessment tool. Innovations in the Scholarship of Teaching and Learning. Retrieved January 13, 2011: http://www.macalester.edu/geology/wirth/WirthPerkinsKS.pdf

There are 22 citations in total.

Details

Journal Section	Articles
Authors	Ali Alenazi
Publication Date	April 22, 2016
Submission Date	April 19, 2016
Published in Issue	Year 2016

Cite

EndNote	Alenazi A (April 1, 2016) DEVELOPMENT OF AN INSTRUMENT TO MEASURE FRACTION DIVISION OPERATION SENSE. IJAEDU- International E-Journal of Advances in Education 2 4 32–39.