[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-602176-105":59,"doc-detail-602176-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","elementary-preservice-mathematics-teachers-fraction-knowledge-an-integrative-review-of-research","Elementary Preservice Mathematics Teachers Fraction Knowledge - An Integrative Review of Research","","Educational Considerations contains an integrative review focused on elementary preservice mathematics teachers’ (PSTs) fraction knowledge and teaching-related skill gaps. The article explains why widespread difficulties persist, linking incomplete fraction understanding to challenges with rational numbers, lesson explanation, and reliance on procedures. It synthesizes research findings and addresses what has been revealed about deficiencies, which strategies may be ineffective, and which interventions improve mastery and performance.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/elementary-preservice-mathematics-teachers-fraction-knowledge-an-integrative-review-of-research/602176/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/elementary-preservice-mathematics-teachers-fraction-knowledge-an-integrative-review-of-research/602176.png","ImageObject",300,407,{"name":92,"@type":93},"acoobca","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-27","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What are the main fraction-related difficulties highlighted for preservice mathematics teachers?","Question",{"text":112,"@type":113},"Many PSTs struggle to define wholes, use real-world examples, explain relationships, and understand underlying concepts. They often rely too much on procedures, rules, and superficial approaches.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Why does limited fraction knowledge matter for elementary students?",{"text":117,"@type":113},"Teachers’ insufficient understanding can prevent effective instruction and reduce students’ ability to master rational numbers. The article notes that improved fraction performance is needed to support later mathematics success and test outcomes.",{"name":119,"@type":110,"acceptedAnswer":120},"What research questions does the review address?",{"text":121,"@type":113},"The review asks what research shows about PSTs’ fraction knowledge and skill deficiencies, which strategies may not be effective, and which interventions improve fraction knowledge and performance.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},602176,1792116823,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},3985747870733,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","Educational Considerations  \n\n| Volume 49  Number 1 | Article 6 |\n| --- | --- |\n| March 2023\u003Cbr>Elementary Preservice Mathematics Teachers Fraction Knowledge: An Integrative Review of Research\u003Cbr>Cody J. Perry\u003Cbr>Texas A&M International University, [cody.perry@tamiu.edu](cody.perry@tamiu.edu)\u003Cbr>Follow this and additional works at: [https://newprairiepress.org/edconsiderations](https://newprairiepress.org/edconsiderations)\u003Cbr> Part of the Elementary Education Commons, and the Elementary Education and Teaching Commons\u003Cbr>\u003Cbr>This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 License. |  |\n\nRecommended Citation  \nPerry, Cody J. (2023) \"Elementary Preservice Mathematics Teachers Fraction Knowledge: An Integrative Review of Research,\" Educational Considerations: Vol. 49: No. 1. [https://doi.org/10.4148/0146-9282.2346](https://doi.org/10.4148/0146-9282.2346)  \nThis Article is brought to you for free and open access by New Prairie Press. It has been accepted for inclusion in Educational Considerations by an authorized administrator of New Prairie Press. For more information, please [contact](contact cads@k-state.edu)[ cads@k-state.edu](contact cads@k-state.edu).  \nElementary Preservice Mathematics Teachers Fraction  \nKnowledge: An Integrative Review of Research  \nCody J. Perry  \nFractions are an integral building block of middle elementary mathematics, and students who  \nmaster fractions are better prepared for subsequent mathematics concepts like algebra and  \nprobability (Gabriel, 2016; Siegler et al., 2011). However, many people, including adults and  \nteachers, struggle with fractions, as they attempt to build on incomplete knowledge to master  \nrational numbers (Faulkenberry & Pierce, 2011; Tobias, 2013) . From math anxiety and future  \nengagement with STEM classes and careers to medical professionals who made dosing mistakes,  \ndifficulties with fractions result in extensive consequences (Gabriel, 2016). Although it may  \nseem counterintuitive, one group that experiences considerable fraction issues is future teachers who will teach rational number concepts to future cohorts of children (Bruce et al., 2013) . Since mathematics scores have not improved appreciably in the last 20 years, a need exists to improve  \nfraction instruction for preservice teachers (PSTs), so future elementary students are more  \nsuccessful with fractions (NCES, 2019). Unfortunately, it appears that many future teachers have  \nnot mastered fractions to the point they can teach fractions without struggling or repeating the  \nsuperficial approach their teachers used.  \nWhile fractions are important in innumerable contexts, teachers should be well-versed in rational  \nnumber concepts, algorithms, and pedagogical approaches. However, many PSTs struggled to  \ndefine a whole, find real-world examples, and explain concepts and relationships (Lo & Luo,  \n2012; Muzheve & Capraro, 2011; Tobias, 2013). They also struggled to understand underlying  \nconcepts and relied too much on procedures and rules (Alenazi, 2015; Sahin et al., 2020) .  \nNumerous studies also found that about half of all PSTs had difficulty with fractions and fraction  \nconcepts that should have been conquered in elementary school (Lee, 2017; Reeder & Utley,  \n2017; Son & Lee, 2016; Thanheiser et al., 2016) . This indicates that these future educators will  \nbe unable to help their students master fractions and will enter the classroom with a limited  \nknowledge of fractions. How can one expect elementary students to master rational numbers and improve test scores when their teachers still need to improve their own understanding and skill?  \nEducator preparation programs (EPPs) and faculty members have a significant opportunity to  \naddress and improve PSTs’ fraction knowledge and thus their ability to teach rational numbers  \nbefore they enter the classroom. Since fractions are so vital in school, STEM careers, and the real  \nworld, exploring improved fract","cbCaigIJw7T9fvkR","https://ap.wps.com/l/cbCaigIJw7T9fvkR","pdf",368678,15,"English","# Educational Considerations\n## Framework","[{\"question\":\"What are the main fraction-related difficulties highlighted for preservice mathematics teachers?\",\"answer\":\"Many PSTs struggle to define wholes, use real-world examples, explain relationships, and understand underlying concepts. They often rely too much on procedures, rules, and superficial approaches.\"},{\"question\":\"Why does limited fraction knowledge matter for elementary students?\",\"answer\":\"Teachers’ insufficient understanding can prevent effective instruction and reduce students’ ability to master rational numbers. The article notes that improved fraction performance is needed to support later mathematics success and test outcomes.\"},{\"question\":\"What research questions does the review address?\",\"answer\":\"The review asks what research shows about PSTs’ fraction knowledge and skill deficiencies, which strategies may not be effective, and which interventions improve fraction knowledge and performance.\"}]","Elementary Preservice Mathematics Teachers Fraction Knowledge - An Integrative Review of Research | PDF",1792094167,38]