Evaluating The Insights of Pre- Service Elementary Teachers^ Ability about Fraction Division Rita Novita (a*)- Tatang Herman (b)-Didi Suryadi (b)
a) School of Postgraduate Studies, Department of Mathematics Education, Universitas Pendidikan Indonesia, Jl.Dr.Setiabudhi No.229, Bandung 40154, Indonesia, & Department of Mathematics Education, Universitas Bina Bangsa Getsempena, Indonesia.
*ritanovita[at]upi.edu
b) Department of Mathematics Education, Universitas Pendidikan Indonesia, Jl.Dr.Setiabudhi No.229, Bandung 40154, Indonesia.
Abstract
This paper aims to evaluate the ability of 90 pre-service elementary teachers to solve and construct word problems related to fraction division. Problems are structured related to dividing a fraction by a whole number (Q1 Q2) and dividing a fraction by a fraction (Q3Q4). This research used an anthropological theory of the didactic (ATD), in particular praxeological reference models, as a framework to analyze the data. The result indicated that a significant percentage of the pre-service elementary teachers could not construct appropriate word problems for the given symbolic expressions of fraction division. And vice versa, they also face difficulty formulating the word problems to fraction division symbolic as the model to solve the problem.
Keywords: Pre-Service Elementary Teacher Knowledge- Division of Fraction
