A closer look at fraction division: how does
comprehension and confidence of the subject change preservice
teachers' perception of instructional practice?
This paper illustrates the case studies of three pre-service teachers
and the interaction between their comprehension, confidence, and
priorities of instructional practice concerning fraction division.
Though the participants matured in each of these three categories
during an undergraduate mathematics course designed for future
teachers, there are substantial differences between each person's
experiences and learning. This study finds a connection between a
teacher's confidence in the subject and their instructional practice,
but does not show any relationship between comprehension of a subject
and their perception of appropriate instructional practice or between
comprehension and confidence. There are important implications of
these finding concerning reform-based methods of teaching