Original Article

Preservice teachers’ proficiency in fraction subconstructs as predictors of conceptual understanding in fraction arithmetic

Authors
Mark Donnel D. Viernes¹ and Angelita V. Seeping^2
1Western Philippines University-Puerto Princesa Campus, 5300 Puerto Princesa City, Philippines
²Central Luzon State University, 3119 Science City of Muñoz, Nueva Ecija, Philippines

ABSTRACT
The study aimed to determine whether the Kieren-Behr model holds true when examining the relationship between knowledge of fraction subconstructs and conceptual understanding of fraction arithmetic. Specifically, the study argued that the proficiency of pre-service teachers in fraction subconstructs can contribute to the development of conceptual knowledge in fraction arithmetic. It asserted that performance in problem-posing tasks, which reflect conceptual understanding, is significantly related to proficiency in different subconstructs of fractions. The proficiency of pre-service teachers in fraction subconstructs and their problem-posing performance were assessed using the expert-validated Fraction Subconstruct Test (FST) and Problem-Posing Test (PPT). The collected data were analyzed using descriptive statistics and standard multiple linear regression. Overall, the pre-service teachers only achieved a “beginning level” of proficiency in fraction subconstructs and performed unsatisfactorily in the PPT. Their proficiency in the measure subconstruct predicted conceptual understanding of adding fractions; their proficiency in the quotient subconstruct predicted conceptual understanding of subtracting fractions; their proficiency in the operator and quotient subconstructs predicted conceptual understanding of multiplying fractions; and their proficiency in the part-whole subconstruct predicted conceptual understanding of dividing fractions. The study suggests that teacher education institutions should develop intervention and enrichment programs to enhance the numerical competency of pre-service teachers, particularly in fractions. Additionally, curriculum writers are encouraged to emphasize mastery of each fraction subconstruct in order to promote successful development of conceptual understanding.

Keywords: education, mathematics, teaching

^{Available Online: 26 July 2024}

How to Cite:
Viernes MDD and Seeping AV. 2024. Preservice teachers’ proficiency in fraction subconstructs as predictors of conceptual understanding in fraction arithmetic. The Palawan Scientist, 16(2): 82–94. https://doi.org/10.69721/TPS.J.2024.16.2.08

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