Unpacking the Process: An Analysis of Preservice Teacher's Fraction Misconceptions and Strategies.
Faculty Mentor
Heidi Eisenreich
Location
Russell Union Room 2075
Type of Research
On-going
Session Format
Oral Presentation
College
College of Education
Department
Mathematical Sciences
Abstract
As adoption of conceptual math frameworks grows, preservice teachers (PSTs) must possess a deep understanding of the content they will deliver. This study analyzes PSTs' conceptual proficiency by analyzing a pre- and post-course assessment that identifies misconceptions and strategies PSTs use when solving a fraction subtraction problem. By exploring the strategies used, we intend to share common strategies before and after completing a mathematics content course focused on best practices, such as using manipulatives and models to solve in addition to explaining and justifying those strategies. Specifically, the study uses coded data to highlight strategies and possible misconceptions surrounding fraction introduction and subtraction concepts in grades 3–5 mathematical content. Preliminary findings and implications for teaching PSTs will be shared.
Program Description
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Start Date
4-23-2026 10:00 AM
End Date
4-23-2026 10:15 AM
Recommended Citation
Pacheco, Susana M., "Unpacking the Process: An Analysis of Preservice Teacher's Fraction Misconceptions and Strategies." (2026). GS4 Student Scholars Symposium. 14.
https://digitalcommons.georgiasouthern.edu/research_symposium/2026/2026/14
Unpacking the Process: An Analysis of Preservice Teacher's Fraction Misconceptions and Strategies.
Russell Union Room 2075
As adoption of conceptual math frameworks grows, preservice teachers (PSTs) must possess a deep understanding of the content they will deliver. This study analyzes PSTs' conceptual proficiency by analyzing a pre- and post-course assessment that identifies misconceptions and strategies PSTs use when solving a fraction subtraction problem. By exploring the strategies used, we intend to share common strategies before and after completing a mathematics content course focused on best practices, such as using manipulatives and models to solve in addition to explaining and justifying those strategies. Specifically, the study uses coded data to highlight strategies and possible misconceptions surrounding fraction introduction and subtraction concepts in grades 3–5 mathematical content. Preliminary findings and implications for teaching PSTs will be shared.
