Year: 2014
Type: article
Abstract: The purpose of this dissertation was to examine how pre-service teachers selfassessed their understanding of fraction division.Towards this goal, I examined how preservice teachers identified what they knew and what they struggled with (i.e., selfknowledge), and how they used this self-knowledge to predict their actual performance (i.e., actual performance prediction).Thirteen pre-service teachers were individually interviewed.First, without written computation, they discussed their knowledge of 12 fraction division problems and accordingly predicted what score they would achieve on these problems.Next, they solved the problems.Their actual scores were compared to their predicted scores in order to assess prediction accuracy.Findings indicate that preservice teachers displayed high self-knowledge accuracy of fraction division; however, they were unable to use self-knowledge effectively to predict their actual performance.Factors that influenced the relationship between prediction scores and actual performance scores will be described.
Author: Ali Alenazi
Institution: University of Toledo
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W2273700482