Creating Meaningful Context: Preservice Teachers Learning Through Fraction Word Problem Development
Location
Ballroom
Session Format
Presentation
Abstract
This collaborative project engaged preservice teachers in creating fraction word problems from given number sentences, followed by iterative faculty feedback and revision cycles. Preservice teachers grappled with identifying appropriate contexts for fraction operations, ensuring mathematical accuracy, and considering pedagogical implications for their future classrooms. This poster presents example student-created problems across revision stages and shares preservice teachers' reflections. Students reported deepened understanding of fraction concepts, heightened awareness of creating contextually relevant problems, and new insights into scaffolding strategies for future students. Findings suggest that problem creation with structured feedback supports preservice teachers' knowledge for teaching fractions.
Keywords
Preservice Teachers, Mathematics Education, Teacher Preparation
Professional Bio
Dr. Heidi A. Eisenreich, an Associate Professor in the Department of Mathematical Sciences at Georgia Southern University, specializes in mathematics education for preservice K-8 teachers. She focuses on collaborative learning, solving problems in multiple ways, and mathematical discourse to foster a conceptual understanding of mathematical concepts. Beyond the classroom, Dr. Eisenreich focuses on preparing preservice teachers for professional learning at conferences and supporting inservice teachers and parents through hands-on mathematics workshops.
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Recommended Citation
Eisenreich, Heidi; Flanders-Jones, Tiffany; Detling, Alexis; Pacheco, Susana; Horton, Kaylin; and Disney, Andria PhD, "Creating Meaningful Context: Preservice Teachers Learning Through Fraction Word Problem Development" (2026). Georgia Educational Research Association Conference. 57.
https://digitalcommons.georgiasouthern.edu/gera/2026/2026/57
Creating Meaningful Context: Preservice Teachers Learning Through Fraction Word Problem Development
Ballroom
This collaborative project engaged preservice teachers in creating fraction word problems from given number sentences, followed by iterative faculty feedback and revision cycles. Preservice teachers grappled with identifying appropriate contexts for fraction operations, ensuring mathematical accuracy, and considering pedagogical implications for their future classrooms. This poster presents example student-created problems across revision stages and shares preservice teachers' reflections. Students reported deepened understanding of fraction concepts, heightened awareness of creating contextually relevant problems, and new insights into scaffolding strategies for future students. Findings suggest that problem creation with structured feedback supports preservice teachers' knowledge for teaching fractions.
