Teachers’ conceptual understanding of fraction operations: results from a national sample of elementary school teachers

Abstract

Abstract Teachers’ understanding of the concepts they teach affects the quality of instruction and students’ learning. This study used a sample of 303 teachers from across the USA to examine elementary school mathematics teachers’ knowledge of key concepts underlying fraction arithmetic. Teachers’ explanations were coded based on the accuracy of their explanations and the kinds of concepts and representations they used in their responses. The results showed that teachers’ understanding of fraction arithmetic was limited, especially for fraction division, yet a moderate relationship was found between teachers’ understanding of fraction addition and division. Furthermore, more experienced teachers seemed to have a deeper understanding of fraction arithmetic, whereas special education teachers had a substantially limited understanding.

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