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100	1		_aBayoud, Jana Makram. _gMaster
245	1	2	_aA comparison of pre-service and experienced elementary teachers' pedagogical content knowledge (PCK) of common error patterns in fractions
260			_aBeirut _bAmerican University of Beirut - Faculty of Arts and Sciences - Department of Education _c2011
300			_a167 pages
500			_aالنوع : Mémoire
520	3		_aThe purpose of this study was to explore and compare between pre-service and in-service teachers' (1) ability to identify student common error patterns in fraction addition, subtraction, multiplication, and division, (2) explanations of the possible sources of students' error patterns in fraction computations, (3) suggested instructional strategies for helping students who systematically use error patterns, and (4) the relation between pre-service and in-service teachers' ability to identify error patterns and their knowledge of the possible causes of errors and of instructional strategies for dealing with students' error patterns. A sample of 200 teachers from universities and private schools in the areas of Beirut and Mount Lebanon participated in the study. All teachers completed the Error Patterns Identification Questionnaire (EPIQ) designed to assess their ability to identify patterns of students' errors in all fraction operations. A sample of 30 teachers participated in structured interviews which aimed at investigating their suggested possible causal attributions of errors and their knowledge of instructional strategies to help students overcome their errors. Qualitative rubrics constructed by the researcher were used to analyze teachers' responses to the interview questions. A Pearson correlation was computed for each pair of teachers' identification, causal attributions of errors, and suggested instructional strategies to find out whether a relation existed among them. Results showed that the majority of all teachers were able to identify errors in all fraction operations with a significant difference between in-service and pre-service teachers in addition, multiplication and division at the benefit of in-service teachers. Unlike pre-service teachers, the great majority of in-service teachers provided complete or near complete explanations for all types of errors in all operations. The great majority of in-service teachers suggested complete or near complete instructional strategies for dealing with addition and subtraction errors; but re-teaching or incomplete instructional strategies for dealing with multiplication and division errors. The majority of pre-service teachers gave no specific strategy or re-teaching for error types in all fraction operations. There was correlation between teachers' ability to identify errors and their causal attributions and between causal attributions and suggested instructional strategies for all operations.
650		4	_aconnaissance pédagogique de la matière Difficultés d'apprentissage
650		4	_aL’enseignement du Maths
650		4	_aMath education Pedagogical Content Knowledge (PCK) Learning Difficulties
650		4	_aPréparation des enseignants
650		4	_aTeachers preparation
650		4	_aاعداد المعلمين
650		4	_aتعليم الرياضيات المحتوى التربوي المعرفي الصعوبات التعلمية
856			_uhttp://library.aub.edu.lb/search~S1?/X%28education+and+department%29&Da=1999&Db=2016&SORT=D&m=y&m=z/X%28education+and+department%29&Da=1999&Db=2016&SORT=D&m=y&m=z&SUBKEY=%28education+and+department%29/101%2C316%2C316%2CB/frameset&FF=X%28education+and+depa
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