Assessing future teachers' knowledge on fractions: written tests vs Concept Cartoons

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F60076658%3A12410%2F18%3A43897296" target="_blank" >RIV/60076658:12410/18:43897296 - isvavai.cz</a>

Výsledek na webu

<a href="http://dx.doi.org/10.7160/eriesj.2018.110301" target="_blank" >http://dx.doi.org/10.7160/eriesj.2018.110301</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.7160/eriesj.2018.110301" target="_blank" >10.7160/eriesj.2018.110301</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Assessing future teachers' knowledge on fractions: written tests vs Concept Cartoons

Popis výsledku v původním jazyce

The contribution investigates opportunities that an educational tool called Concept Cartoons can offer in future teachers&apos; education, namely in comparison with word problems in standard written tests. The referred empirical study was conducted in two separated consecutive stages, with two groups of future primary school teachers (the first one from the Czech Republic, and the second one from Slovakia). The participants of the first stage solved four word problems (T1, T2, T3, T4) with increasing difficulty within the written test, and a problem with a similar structure and difficulty as T3 but in the Concept Cartoon form. The second stage of the study served as a complementary stage, its participants solved only the word problem T3 and the Concept Cartoon. In both stages, the comparison of results and solution procedures revealed many participants who mastered the word problem(s) but displayed a fundamental misconception when working with the Concept Cartoon. Two thirds of the participants presented non-corresponding responses to these two corresponding tasks: they solved one of them correctly and the other one incorrectly. All of the problems in the study were based on the part-whole interpretation of fractions, the revealed misconception consisted of incorrect determination of the whole.

Název v anglickém jazyce

Assessing future teachers' knowledge on fractions: written tests vs Concept Cartoons

Popis výsledku anglicky

The contribution investigates opportunities that an educational tool called Concept Cartoons can offer in future teachers&apos; education, namely in comparison with word problems in standard written tests. The referred empirical study was conducted in two separated consecutive stages, with two groups of future primary school teachers (the first one from the Czech Republic, and the second one from Slovakia). The participants of the first stage solved four word problems (T1, T2, T3, T4) with increasing difficulty within the written test, and a problem with a similar structure and difficulty as T3 but in the Concept Cartoon form. The second stage of the study served as a complementary stage, its participants solved only the word problem T3 and the Concept Cartoon. In both stages, the comparison of results and solution procedures revealed many participants who mastered the word problem(s) but displayed a fundamental misconception when working with the Concept Cartoon. Two thirds of the participants presented non-corresponding responses to these two corresponding tasks: they solved one of them correctly and the other one incorrectly. All of the problems in the study were based on the part-whole interpretation of fractions, the revealed misconception consisted of incorrect determination of the whole.

Druh

J_ost - Ostatní články v recenzovaných periodicích

CEP obor

—

OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

—

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2018

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Journal on Efficiency and Responsibility in Education and Science

ISSN

2336-2375

e-ISSN

—

Svazek periodika

11

Číslo periodika v rámci svazku

3

Stát vydavatele periodika

CZ - Česká republika

Počet stran výsledku

8

Strana od-do

45-52

Kód UT WoS článku

000446139600002

EID výsledku v databázi Scopus

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