Creating Meaningful Context: Preservice Teachers Learning Through Fraction Word Problem Development
Faculty Mentor
Dr. Heidi Eisenreich
Location
Russell Union Ballroom
Type of Research
Proposed
Session Format
Poster Presentation
College
College of Education
Department
Elementary & Special Education
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 the process preservice teachers engaged in, an example word problem with justifications for revisions, 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 preservice teachers’ pedagogical knowledge of teaching fractions was deepened by creating word problems and being provided with structured feedback.
Program Description
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Start Date
4-23-2026 10:00 AM
End Date
4-23-2026 12:00 PM
Recommended Citation
Horton, Kaylin and Eisenreich, Heidi, "Creating Meaningful Context: Preservice Teachers Learning Through Fraction Word Problem Development" (2026). GS4 Student Scholars Symposium. 98.
https://digitalcommons.georgiasouthern.edu/research_symposium/2026/2026/98
Creating Meaningful Context: Preservice Teachers Learning Through Fraction Word Problem Development
Russell Union 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 the process preservice teachers engaged in, an example word problem with justifications for revisions, 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 preservice teachers’ pedagogical knowledge of teaching fractions was deepened by creating word problems and being provided with structured feedback.
