An Examination of Mathematics Teacher Candidates’ Definitions and Images of the Fraction Concept

Artigo2024

Tuğçe Çınargil ORCID; Muhammed Özsoy ORCID; Gülçin Oflaz ORCID

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Resumo

This study aims to examine the definitions and images of the concept of fractions held by mathematics teacher candidates. However, the aim has been to reveal the similarities or differences in the definitions and images of fractions held by teacher candidates throughout the different stages of the program. A basic qualitative research design has been used in the study. The study group consists of 155 mathematics teacher candidates studying in the mathematics teaching program of a state university in the Central Anatolia Region for the 2023-2024 academic year, selected using the maximum diversity sampling method. A form consisting of open-ended questions has been used as a data collection tool. Descriptive analysis was used in the analysis of teacher candidates' definitions and images related to the concept of fractions. According to the findings of the study, the explanations provided by teacher candidates regarding the definition of fractions have been categorized under four themes: meanings of fractions, types of fractions, association with rational numbers, and elements of fractions. When examining the drawings of teacher candidates regarding the concept of fractions, it has been observed that images of part-whole, sharing, ratio, set, operator, association, and number line have emerged. Teacher candidates have mostly made definitions using the meanings of fractions, with the part-whole meaning being the most frequently used among them. Additionally, it has been addressed how the definitions and images of the concept of fractions change according to the grade levels of the teacher candidates.

Dados da obra

Tipo: Artigo
Periódico: International Journal of Turkish Education Sciences, v. 12, n. 3, p. 1351-1396
Editora: Tokat Gaziosmanpasa University
Ano: 2024 (2024-11)
Idioma: en
Palavras-chave: concept image; concept definition; fractions; teacher candidate
DOI: 10.46778/goputeb.1477734
ISSN: 2148-2314
Acesso: Acesso aberto
Fontes: DOAJ — Directory of Open Access Journals
Na Biblioteca desde: 01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
ÇINARGIL, Tuğçe; ÖZSOY, Muhammed; OFLAZ, Gülçin. An Examination of Mathematics Teacher Candidates’ Definitions and Images of the Fraction Concept. International Journal of Turkish Education Sciences, v. 12, n. 3, p. 1351-1396, 2024. DOI: https://doi.org/10.46778/goputeb.1477734.

APA

Çınargil, T., Özsoy, M., & Oflaz, G. (2024). An Examination of Mathematics Teacher Candidates’ Definitions and Images of the Fraction Concept. International Journal of Turkish Education Sciences, 12(3), 1351-1396. https://doi.org/10.46778/goputeb.1477734

BibTeX

@article{cnargil2024,
  author = {Çınargil, Tuğçe and Özsoy, Muhammed and Oflaz, Gülçin},
  title = {An Examination of Mathematics Teacher Candidates’ Definitions and Images of the Fraction Concept},
  year = {2024},
  journal = {International Journal of Turkish Education Sciences},
  volume = {12},
  number = {3},
  pages = {1351-1396},
  publisher = {Tokat Gaziosmanpasa University},
  doi = {10.46778/goputeb.1477734},
  language = {en}
}

RIS

TY  - JOUR
AU  - Çınargil, Tuğçe
AU  - Özsoy, Muhammed
AU  - Oflaz, Gülçin
TI  - An Examination of Mathematics Teacher Candidates’ Definitions and Images of the Fraction Concept
PY  - 2024
JO  - International Journal of Turkish Education Sciences
VL  - 12
IS  - 3
SP  - 1351
EP  - 1396
DO  - 10.46778/goputeb.1477734
LA  - en
ER  -

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