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Results show that participants primarily associate fractions with the “part-whole” meaning, often through activities like equally dividing or shading regions, while this single meaning is not sufficient for students’ understanding.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/primary-student-teachers-perspectives-of-the-teaching-of-fractions/588672/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/primary-student-teachers-perspectives-of-the-teaching-of-fractions/588672.png","ImageObject",300,407,{"name":42,"@type":43},"Rizky","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-22","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":33},"InteractionCounter",{"@type":54},"ViewAction",{"@type":56,"mainEntity":57},"FAQPage",[58,64,68],{"name":59,"@type":60,"acceptedAnswer":61},"What was the aim of the study about fractions?","Question",{"text":62,"@type":63},"The study aimed to investigate primary student teachers’ perspectives of teaching fractions, specifically their PCK of fractions.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"How was data collected and analyzed?",{"text":67,"@type":63},"Data were collected using a questionnaire with 14 open and closed-ended questions administered to 126 third-grade primary student teachers. Open-ended answers were analyzed qualitatively using open coding.",{"name":69,"@type":60,"acceptedAnswer":70},"What meaning of fractions do student teachers mainly associate with?",{"text":71,"@type":63},"When referring to fractions, participants most often think of the “part-whole” meaning, supported by introduction activities such as dividing or shading regions.","https://schema.org",{"og:url":32,"og:type":74,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":76,"canonical":32},"index,follow",{"doc_id":78,"site_id":7},588672,1792160912,{"code":4,"msg":81,"data":82},"success",[83,87,91,95,100,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":84,"show_sort_weight":85,"slug":86},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":88,"show_sort_weight":89,"slug":90},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":92,"show_sort_weight":93,"slug":94},"Exam",70,"exam",{"id":96,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},5,"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":96,"slug":129},19,"General","general",{"code":4,"msg":81,"data":131},{"doc_id":78,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":33,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":123,"language":139,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":12,"update_tm":143,"read_time":144,"preview_page_count":4},962085564807,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","PRIMARY STUDENT TEACHERS’ PERSPECTIVES OF THE TEACHING OF FRACTIONS  \nSavaş Baştürk  \nAbstract: The aim of this study was to investigate primary student teachers’ perspectives of the teaching of fractions, i.e. their PCK of fractions. The research design used for the study was a descriptive survey method. As data collection instrument, we conducted a questionnaire composing of 14 open and closed-ended questions. The questionnaire was administered to 126 third grade primary student teachers at the department of primary teacher education in Sinop University. There were 91 females and 35 males. In the analysis of open-ended questions, the participants’ responses were qualitatively analysed to characterize patterns and categorize answers. Questionnaires were analysed by using open coding. The results of the study indicated that, when saying fractions, first thing which comes in the student teachers’ mind is the meaning “part-whole” of fractions. By supporting on the relevant literature, it can be asserted that, only this meaning is not sufficient to provide better understanding of fractions among students. In parallel, activities that most of the student teachers prefer for the introduction to fractions are closely related to this meaning such as dividing a cake, a breath, etc. into equals parts or shading a region.  \nKey words: Mathematics teaching, primary education, fractions, teacher training.  \n1. Introduction  \nMathematics is generally known as a discipline having a hierarchical structure. Mathematics subjects have a more ordered form than other lessons. Therefore, mathematics creates itself without any external contribution (Altun, 2005) . Fractions are also one of the important concepts that allow us to understand this hierarchical structure of mathematics. Student’ lack of understanding fraction concept raises many problems in the following topics such as fraction computation, decimal and percent concepts, and other concept areas which require the use of fractions, e.g., algebra (Brown & Quinn, 2007; National Mathematics Advisory Panel, 2008) . Based on the results of NAEP tests, some researchers underline that fractions can also pose grave problems for students even into the middles grades (Sowder & Wearne, 2006; Wearne & Kouba, 2000) . From some aspects, we think that it is normal to consider these challenges. As known, until their first encounter with fractions, students have represented whole quantities by using whole numbers. According to constructivism, new knowledge and meaning are constructed on the previous ones. When meeting situations with fractions, students naturally try to solve problems by using what they know about whole numbers. Based on the relevant research, Van de Walle, Karp and Bay-Williams (2010) identify the reasons of students’ difficulties in fractions as follows:  \nFractions include many meaning such as part-whole, measurement, division etc. Understanding fractions needs to understand all of these different meanings.  \nThe written of fractions is an unusual for students.  \nThe conceptual understanding of fractions is ignored in instructions.  \nWhole-number knowledge is overgeneralized by students.  \nUnfortunately, fractions are generally reduced to only a meaning part-whole by both textbook writers and teachers. As already mentioned, there are many meaning of fractions. Focusing on only one of themis not sufficient to understand fractions completely. Thus, the researchers such as Clarke, Roche and Mitchell (2008) and Siebert and Gaskin (2006) argue that students would better understand fractions with other meanings. We believe it would be very interesting to consider what and how many of these  \nmeanings of fractions are mentioned by the student teachers participating in this study. These meaning are summarized as follows (Alacacı, 2009; Wan de Walle, Karp & Bay-Williams, 2010):  \nPart-whole: It is the most known and used meaning. A whole is divided into equal parts and we selector take some of ","cbCaioWCjHV5dYoZ","https://ap.wps.com/l/cbCaioWCjHV5dYoZ","pdf",390147,"English","# Abstract\n# 1. Introduction","[{\"question\":\"What was the aim of the study about fractions?\",\"answer\":\"The study aimed to investigate primary student teachers’ perspectives of teaching fractions, specifically their PCK of fractions.\"},{\"question\":\"How was data collected and analyzed?\",\"answer\":\"Data were collected using a questionnaire with 14 open and closed-ended questions administered to 126 third-grade primary student teachers. Open-ended answers were analyzed qualitatively using open coding.\"},{\"question\":\"What meaning of fractions do student teachers mainly associate with?\",\"answer\":\"When referring to fractions, participants most often think of the “part-whole” meaning, supported by introduction activities such as dividing or shading regions.\"}]","PRIMARY STUDENT TEACHERS’ PERSPECTIVES OF THE TEACHING OF FRACTIONS | PDF",1792065715,25]