International Online Journal of Educational Sciences, 2020, 12 (2), 214-229

International Online Journal of Educational Sciences

www.iojes.net
ISSN: 1309-2707

Investigation of Content and Curricular Knowledge Related to Fractions

Within the Context of Problem Posing and Problem Solving Processes
Research Article

Mehmet Koray SERIN1

1 Kastamonu University, Faculty of Education, Department of Educational Science, Kastamonu, Turkey, ORCID: 0000-0003-4104-5902

To cite this article: Serin, M.K. (2020). Investigation of Content Curricular Knowledge Related to Fraction
Within the Context of Problem Posing and Problem Solving Processes, International Online Journal of
Educational Sciences, 12 (2), 214-229.

A R TIC LE I N F O A BS T RA C T
Article History: The purpose of the current study is to make inferences about pre-service teachers’ levels of content
and curriculum knowledge related to the concept of fraction through problem posing and problem
Received: 12.11.2019 solving processes. The study designed according to the case study design was conducted on senior
pre-service classroom teachers attending a state university in Turkey. The data of the current study
Available online: were collected through the problems posed and then solved by the pre-service teachers in the semi-
02.05.2020 structured style on the basis of a visual presented to them. According to the findings obtained, it was
seen that the content knowledge level of the pre-service classroom teachers about the concept of
fraction; especially about the improper fraction, is not at the desired level. In addition, it was found
that the pre-service teachers had problems in specifying for which grade level they posed and solved
the fraction problems within the context of curriculum knowledge.

© 2020 IOJES. All rights reserved

Keywords:2
Fractions, content knowledge, curricular knowledge, problem posing, problem solving

Introduction

In the current age, societies give more importance to educational processes in order to have the qualified
manpower they need. In this context, although there are changes in the basic philosophies and approaches
that guide education, the strategies, methods and techniques used in the teaching processes vary, the
knowledge competence that teachers should have about the subject or concept to be taught still remains
important. In addition, the ongoing low student performance has led to the formation of research topics
centered on teaching processes under the headings of personal characteristics, pedagogical practices and

1Corresponding author’s address: Kastamonu University, Faculty of Education, Kastamonu, Turkey.

Telephone: +905064246767
e-mail: mkserin@kastamonu.edu.tr
DOI: https://doi.org/10.15345/iojes.2020.02.014

© 2020 International Online Journal of Educational Sciences (IOJES)

 Author Name(s)

teacher knowledge in recent years and interest in these topics has started to increase gradually (Taylor &
Taylor, 2013; Venkat & Spaull, 2015). Most studies focusing on the role of the teacher in increasing the
effectiveness of mathematics teaching and learning processes emphasize that the level of knowledge of the
teacher is one of the main determinants of the success in the mentioned mathematical processes (Ball, 1990;
Ball, Thames & Phelps, 2008; Crespo & Nicol, 2006; Hill, Rowan & Ball, 2005; Isiksal & Cakiroglu, 2011; Ma,
1999). Similarly, the National Council of Teachers of Mathematics [NCTM] (2000) emphasizes that the teacher
should have sufficient depth of knowledge in teaching the concepts and subjects that students often have
difficulty with.

It can be said that the most accepted definition of the teacher knowledge mentioned above is put
forward by Shulman (1986, 1987) under the title of Teacher Information Model. Shulman (1986) expressed the
teacher knowledge as the content knowledge and examined this type of knowledge under three categories as
(a) subject matter content knowledge, (b) pedagogical content knowledge, and (c) curricular knowledge.
Subject matter content knowledge includes the knowledge of the teacher about the subjects, concepts or
phenomena in his/her subject area and the situations under which the validity of these concepts and
phenomena can be defended. As this type of knowledge is discipline-oriented, it is not related to instruction.
Pedagogical content knowledge is the ability of the teacher to transfer the knowledge he/she has about the
subject to students. This is the type of knowledge that differentiates the work of a teacher from the work of a
scientist. This type of knowledge is directly related to instruction. Curricular knowledge is the type of
knowledge that refers to the place and importance of the subjects or concepts to be taught in the curriculum.
It is related to how the subject or concept to be taught was handled and will be handled in the curriculum in
the previous years and following years (Aslan-Tutak & Adams, 2015; Işıksal-Bostan & Osmanoğlu, 2016;
Shulman, 1986). Although the teacher knowledge model presented by Shulman (1986) is a model that
constitutes the basis for many studies, there are also some studies emphasizing the lack of a model that can
respond to the increasing interest in teacher knowledge and can be used jointly in mathematics education (Ball
& Bass, 2002; Ball, Lubienski & Mewborn, 2001; Davis & Simmt, 2006). In this context, Ball, Thames and Phelps
(2008) developed the Mathematical Knowledge for Teaching (MKT) Model on the basis of Shulman’s model.
According to this model, Subject Matter Content Knowledge and Pedagogical Content Knowledge are
considered as two main components. While under the subject matter content knowledge is there common
content knowledge, specialized content knowledge and horizon content knowledge, under the pedagogical
content knowledge is there knowledge of content and students, knowledge of content and teaching and
knowledge of content and curriculum. When the subject matter content knowledge component is examined,
it is seen that the model is similar to the approach developed by Shulman (1986). In this connection, the subject
matter content knowledge is defined as the teacher’s knowledge about the subject area that he/she is teaching
and the subjects in the curriculum. What the subject matter content knowledge refers to here is the content
knowledge necessary for effective teaching to occur. Pedagogical content knowledge on the other hand can be
defined as the competence of teaching in conveying subject matter content knowledge (Ball, Thames & Phelps,
2008; Depape, Verschaffel & Kelchtermans, 2013; Olanoff, Lo & Tobias, 2014).

In this connection, it can be said that fractions are one of the most important subjects or concepts about
which classroom teachers should have considerable amount of content knowledge. The concept of fraction is
one of the most complicated, abstract and problematic concepts that students have encountered since
elementary school years (Mack, 1990; Newstead & Murray, 1998; Pattimukay, Juniati & Budiarto, 2018; Tirosh,
2000; Toluk-Uçar, 2009). Similarly, Behr, Harel, Post and Lesh (1992) stated that learning the concept of fraction
is a serious obstacle to the mathematical development of children. Five different meanings of fractions are
commonly mentioned: (a) part-whole, (b) quotient, (c) ratio, (d) operator and (e) measure (Alacacı, 2009;
Charalambus & Pitta-Pantazi, 2007; Cramer & Whitney, 2010; Lamon, 1999). It is very important that these
different meanings are presented with different models in the teaching process. In this regard, fractions can

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be represented by the (i) area or region, (ii) length and (iii) set models (Alacacı, 2010; Cramer, Wyberg &
Leavitt, 2008; Van De Walle, Karp & Bay-Williams, 2010). Fractions are classified in different ways according
to the meaning they have and the models they are represented by and they are also called (1) proper, (2)
improper and (3) mixed fractions according to the size and smallness of the values in the numerator and
denominator. The fact that students do not much encounter the uses of improper fractions makes it difficult
for them to make sense expression of this kind of fraction (Hackenberg, 2007). For example, Olive and Steffe
10
(2002) stated that even after successfully demonstrating the fraction, the fourth grade students still could
7
not understand how a fraction could be larger than itself. When the elementary mathematics curriculum in
Turkey is examined (Ministry of National Education [MoNE], 2018), it is seen that “Fractions” and “Operations
in fractions” are included as sub-learning areas within the learning area of “numbers and operations”. While
the fractions sub-learning area is found in all the grade levels of elementary education, the sub-learning area
of operations in fractions is given only in the fourth grade. At the elementary school first grade level, students
first come across the concepts of whole and half. When the second grade level is reached, the concept of quarter
is added to the concepts of whole and half and the relationship between these three concepts is emphasized.
In the third grade, fractional representations of the whole, half and quarter models are used. In this grade
level, the terms of the fraction are introduced by emphasizing the piece-whole relationship and the
relationship between the numerator and the denominator is strengthened by addressing the concept of unit
fraction. Finally, in the fourth grade level, students are expected to define and use the concepts of proper,
improper and mixed fractions and to solve problems in this context by conducting operations of addition and
subtraction with fractions having equal denominators (MoNE, 2018).

A teacher who wants to improve the quality of teaching and ensure the meaningful learning of students
must firstly have a deep knowledge of the subject to be taught (Ball, Thames & Phelps, 2008; Fennema &
Franke, 1992; Fernandez, 2005; Hill, Ball & Schiling, 2008). Therefore, it can be said that the mathematical
knowledge of the teacher has a significant effect on students' mathematics learning (Clements & Sarama, 2009).
However, some studies have revealed that pre-service teachers' mathematical learning or content knowledge
brought from school and university mathematics courses might be insufficient especially for elementary
school mathematics teaching (Ball, 1990; Ma, 1999; Toluk-Uçar, 2009). For example, Ball (1990), Thanheiser
(2009) and Tobias (2013), stated that pre-service teachers have limited knowledge of mathematics in key
content areas such as numbers. Lamon (2007) stated that the concept of fraction, which is one of the longest
lasting and cognitively most challenging subjects in terms of development, can be handled in this context.
Both the difficult and complex structure of the concept of fractions in teaching and learning processes, and the
limited number of studies investigating pre-service teachers’ content and curricular knowledge related to the
concept of fractions in relation to problem-posing and problem-solving make the current study important.
Thus, in the current study, it was aimed to explore the pre-service classroom teachers’ content and curriculum
knowledge regarding fractions through the problems posed and then solved in relation to fractions. In this
regard, answers to the following questions were sought:

1. How did the pre-service classroom teachers interpret the given visual within the context of the subject
of fractions?
2. How is the pre-service teachers’ content knowledge about the subject of fractions?
3. How is the pre-service teachers’ curriculum knowledge about the subject of fractions?

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Method

Research Design

The current study employed the case study design based on the qualitative research approach. The case
study design refers to a research design in which one or more cases are defined by the researcher through a
detailed and intense analysis of the cases(s) (Christensen, Johnson & Turner, 2013). This design is highly
suitable for individually conducted studies as it allows the detailed analysis of one aspect of the phenomenon
and event under investigation in a short time span (Çepni, 2010). The case study design was thought to be
suitable for the current study as it aimed to conduct a detailed analysis of the content and curriculum
knowledge about the subject of fractions rather than reaching a generalization about the approaches adopted
by the pre-service teachers.

Study Group

The participants of the current study are 107 pre-service classroom teachers attending the Department
of Classroom Teacher Education in a state university located in Turkey in the spring term of the 2018-2019
academic year. Especially in the analyses conducted to find answers to the second and third sub-problems,
the problem posing and solving processes of 80 pre-service teachers were examined. All the participating pre-
service teachers were senior students. The participants took the Basic Mathematics courses given in the 1st
and 2nd terms and the Mathematics Teaching courses in the 5th and 6th terms of their undergraduate
education; moreover, within the context of the teaching practice given in the 7th and 8th terms, the pre-service
teachers participated in lessons in elementary schools. Thus, it was assumed that the participating pre-service
classroom teachers had enough knowledge about fractions, problem solving and problem posing. The pre-
service teachers participated in the current study on a volunteer basis.

Data Collection

The data of the current study were collected through the semi-structured problem posing activities and
the processes of solving these problems. In cases of posing semi-structured problems, visual representations
in which a picture, graph or table is presented are frequently used (Silver & Cai, 2005). Semi-structured
problem posing activities give individuals more freedom of thinking because they allow a certain level of
restriction and a certain level of flexibility (Abu-Elwan, 1999, Bayazit & Kırnap-Dönmez, 2017). In this context,
visuals shown in Figure 1 were presented to the pre-service classroom teachers in order to collect data. The
pre-service teachers were asked to pose a problem on the basis of the related visual and then to solve it.

Please, pose a problem suitable for the visual given above. Which grade level or levels do you think the problem
you have posed is suitable for? Solve the problem you have posed.

Figure 1. The visual on the basis of which the pre-service teachers posed their problems.

The use of different models in teaching fractions is seen as very important (Siebert & Gaskin, 2006).
Different models offer different opportunities for learning. For example, parts of a whole can be easily
visualized using the area model, while the length model shows that there can always be another fraction

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between any two fractions (Van De Walle, Karp & Bay-Williams, 2010). In the current study, in order to collect
the data, the meaning of piece-whole relationship was preferred from the fraction meanings and the circular
fraction model from the area models was used as the model. In the whole-parts meaning, fractions are divided
into equal parts according to measurable attributes such as length, area, volume, and mass. The part-whole
relationship is an effective starting point for the formation of the first idea of fraction (Cramer & Whitney,
2010). It is also the most preferred meaning as a way of representing fractions in elementary school textbooks
(Van De Walle, Karp & Bay-Williams, 2010). Circular fraction models are the most used area model. An
advantage of the circular area is that it emphasizes the part-whole concept of fractions and the meaning of the
relative size of the part to the whole. In other words, circle models are particularly effective in illustrating the
part-whole relationship (Cramer, Wyberg & Leavitt, 2008; Van De Walle, Karp & Bay-Williams, 2010). Olkun
and Toluk-Uçar (2018) stated that the meaning of the part-whole relationship of fractions is not suitable for
understanding improper fractions; instead, that the meaning of measurement is more appropriate. However,
since the main purpose of the current study is not to make sense of improper fractions, rather to investigate
the pre-service teachers’ content knowledge about the concept of fraction on the basis of improper fractions,
it would be more appropriate to use the part-whole meaning and circular area model. In order to be sure of
the suitability of the selected visual for the purpose of the current study, opinions of an instructor of math and
a classroom teacher were sought.

Data Analysis

The data collected in the current study were analyzed according to the descriptive analysis approach.
In the descriptive analysis, the collected data are summarized and interpreted on the basis of the pre-
determined themes. In this analysis, direct quotations are frequently included to strikingly reflect the opinions
of the individuals interviewed or observed (Yıldırım & Şimşek, 2013). In this context, first whether the
problems posed by the pre-service teachers are directed to the fraction sub-learning area was checked. The
next stage was conducted with 80 pre-service teachers who had posed questions related to the fraction sub-
learning area and then solved them. In the following stages related to the analysis of the data, the adequacy of
the pre-service teachers’ content and curricular knowledge about the fraction and operations in fractions sub-
learning area was checked.

Findings

In the current study, in which the pre-service teachers’ content and curriculum knowledge about the
fraction sub-learning area was analyzed through the problems they posed and solved in a semi-structured
style, first which sub-learning area the problems posed by the pre-service teachers on the basis of the visual
presented to them are related to, their solvability and their underlying subject were investigated. The findings
obtained in this regard are given in Table 1.

Table 1. Results of the analysis on the sub-learning area to which the problems posed by the pre-service classroom
teachers are related, their solvability and the subjects addressed in the solution
Sub-learning area to which the Solvability of the Subject addressed in the
f %
posed problem is related posed problem solution
Proper fraction 33 30.9
Solvable
Fractions Improper fraction 47 43.9
Not solvable - 4 3.8
Addition, subtraction,
Solvable 22 20.5
Natural numbers multiplication
Not solvable - 1 0.9
Total 107 100

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As can be seen in Table 1, nearly 79% of the participating pre-service teachers posed problems related
to the fraction and operations in fractions sub-learning area on the basis of the visual presented to them. On
the other hand, nearly 21% of the pre-service teachers preferred to pose problems related to the natural
numbers (addition, subtraction and multiplication in natural numbers) sub-learning area. Nearly 75% of the
problems related to fractions were found to be solvable while 4% of the pre-service teachers could not pose a
solvable problem related to the subject of fractions. When the processes followed in the solution of the
problems were examined, it was found that 31% of the pre-service teachers preferred the proper fractions
while 44% preferred improper fractions to solve the problem. While in Figure 2, the work of the pre-service
teacher who posed a problem in whose solution proper fractions were used is presented in the fractions sub-
learning area, in Figure 3, the problem of the pre-service teacher who posed a problem in the natural numbers
learning area. In Figure 4, an example problem to which there is no solution process is presented.

Figure 2. A posed problem in whose solution proper fractions were used is presented in the fractions sub-learning area

When the example given in Figure 2 is examined, it is seen that the pre-service teacher posed a solvable
problem in the fractions sub-learning area. In addition, it is seen that though it is highly suitable for improper
fractions, the pre-service teacher preferred to pose a problem in whose solution proper fractions could be used.

Figure 3. A posed problem in the natural numbers learning area

In Figure 3, the problem posed by the pre-service teacher who posed the problem in the natural numbers
sub-learning area based on the given visual and its solution are presented. Although circular area models are
one of the most commonly used images in the teaching of fraction sub-learning area, in this example the pre-
service teacher preferred to pose a very simple problem in the natural numbers sub-learning area.

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Figure 4. An example problem to which there is no solution process

In the example given in Figure 4, the pre-service teacher asked a question requiring the selection of the
suitable visual. Thus, it can be said that the pre-service teacher did not pose a problem whose solution process
could be analyzed.

Within the context of the second sub-problem of the current study, it was intended to investigate the
pre-service teachers’ content knowledge about the fractions and operations in fractions sub-learning area. The
findings obtained by analyzing the problems posed and the solutions found by the pre-service teachers who
posed problems in the operations in fractions sub-learning area in the previous stage are presented in Table 2.

Table 2. Investigation of the pre-service teachers’ content knowledge on the basis of the problems they posed and the
solution processes they proposed
The state of content knowledge according to solutions f %
Adequate content knowledge 34 42.5
Inadequate content knowledge 46 57.5
Total 80 100

As can be seen in Table 2, nearly 43% of the pre-service teachers accurately solved the problems they
posed in relation to fractions. On the other hand, in the solution processes proposed by nearly 57% of the pre-
service teachers, misconceptions and false results were found. While in Figures 5 and 6, the works of the pre-
service teachers who were thought to have adequate content knowledge on the basis of their solution processes
are given, in Figures 7 and 8, problems posed and solutions proposed by the pre-service teachers whose
content knowledge about the subject of fractions was found to be incomplete are presented.

Figure 5. The study of the pre-service teacher who is thought to have adequate content knowledge.

When the problem in Figure 5 is examined, it is seen that the pre-service teacher posed a problem that
emphasizes improper fractions. When the solution process is examined, it is seen that the pre-service teacher
reached the right result on the basis of the fact that there are two wholes divided into five equal parts. The first
5
cake was divided into five identical pieces and all of these pieces ( ) were consumed. The second cake was
5
2
similarly divided into five identical parts, but two parts ( ) were consumed. Thus, it can be said that the pre-
5

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service teachers' content knowledge about the fractions learning area is adequate. Another factor pointing to
the adequacy of this pre-service teacher’s content knowledge is that he/she does not treat fractions like an
integer. The pre-service teacher is aware of the fact that addition and subtraction in fractions require a common
denominator.

Figure 6. The study of the pre-service teacher who is thought to have adequate content knowledge.

When the example in Figure 6 is analyzed, it is seen that the pre-service teacher posed a problem related
to improper fractions by emphasizing two separate wholes and their identical parts. It can be said that the pre-
service teacher's content knowledge is adequate in terms of the suitability of the posed problem to the visual
and the operations in fractions sub-learning area. In addition, when the solution process of the posed problem
is analyzed, it is seen that the pre-service teacher solved the problem on the basis of common denominator.
Thus, it can be said that the pre-service teacher’s content knowledge is adequate. Another noteworthy point
in this example is that the pre-service teacher conducted the solution process by taking unit fractions to the
center. Starting the teaching process of improper fractions with an emphasis on unit fractions and reaching
the concept of improper fraction by bringing these unit fractions together (counting by adding on them) are
of great importance in terms of meaningful learning and suitability for elementary school level. Thus, it can
be said that besides this pre-service teacher’s content knowledge about fractions, his/her pedagogical content
knowledge is also adequate.

Figure 7. The study of the pre-service teacher who is thought to have inadequate content knowledge.

As can be seen in Figure 7, the pre-service teacher posed a problem emphasizing improper fractions.
Although the pre-service teacher emphasized two different cakes (wholes) and stated that pieces of different
sizes were taken, in his/her solution, he/she treated the numbers of parts in the wholes (denominator) like an
integer and followed a wrong path in his/her solution to the problem on the basis of the idea that the whole
has a total of 10 parts. It can be said that pre-service teachers who develop such and similar solutions do not
have adequate knowledge about fractions.

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Figure 8. The study of the pre-service teacher who is thought to have inadequate content knowledge.

As can be seen in the example given in Figure 8, the pre-service teacher posed a solvable problem for
the related visual. In addition, it is worth noting that the problem posed is related to the concept of improper
fraction. Although all these are positive indicators of the content knowledge of the pre-service teacher, the
approaches he/she adopted in the solution process indicate the complete opposite. For example, although
5
he/she stated that all the pieces of the first cake consisted of five identical pieces ( ) were eaten, he/she
5
1
expressed this symbolically with the fraction in the solution process. Similarly, in the problem he/she posed,
5
2
he/she explained that two pieces were eaten ( ) out of five identical pieces of the second cake, but he/she
5
1
showed this with the fraction in the solution process. Thus, it can be said that the pre-service teacher does
2
not have adequate content knowledge especially about the numerator-denominator relationship in fractions.
The remarkable point here is that the pre-service teacher performed both of the false symbolic representations
based on unit fractions. Here it can be argued that the pre-service teacher is aware of the importance of the
concept of unit fraction in the teaching of the concept of improper fraction, but because he does not have
adequate content knowledge, he/she incorrectly constructs it in the solution process. Another remarkable
point in this example is the inadequate pedagogical content knowledge of this pre-service teacher. The pre-
service teacher performed the operation of addition in fractions through the fraction expansion approach
based on denominator equalization at elementary level. From this point of view, it can be said that there are
some shortcomings in the pedagogical content knowledge of this pre-service teacher.

Within the context of the third sub-problem of the current study, it was intended to investigate the pre-
service teachers’ curriculum knowledge about the fractions and operations in fractions sub-learning area. In
this regard, the pre-service teachers were asked to indicate for which grade level the problems they posed and
solved are suitable and the obtained findings are presented in Table 3.

Table 3. Analysis results for examining curricular knowledge

The state of the curricular knowledge f %
Adequate curriculum knowledge 32 40
Inadequate curriculum knowledge 39 48.8
No data about curriculum knowledge 9 11.2
Total 80 100

As can be seen in Table 3, while 40% of the pre-service teachers have adequate curriculum knowledge
about the subject of fractions, 48.8% of them do not have adequate curricular knowledge. As nearly 11% of the
pre-service teachers did not indicate for which grade level the problems they posed and solved are suitable,
no inferences were made about their curricular knowledge. In this connection, while the problem posed and
solution process proposed by the pre-service teachers having adequate curricular knowledge are presented in
Figure 9, the work of the pre-service teachers not having adequate curricular knowledge is presented in Figure
10.

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Figure 9. Problem and solution process posed by pre-service teacher with adequate curricular knowledge

As can be seen in Figure 9, prior to curriculum knowledge, the pre-service teacher does not have
adequate content knowledge. The pre-service teacher interpreted the image consisting of two separate five
parts as ten equal parts of a whole and as a result reached the wrong result. On the other hand, the pre-service
teacher stated that addition and subtraction operations with equal fractions are appropriate for elementary
school 4th grade. Thus, it can be said that the pre-service teacher has adequate curriculum knowledge about
the operations in fractions sub-learning area.

Figure 10. Problem and solution process posed by pre-service teacher with inadequate curricular knowledge

When the example shown in Figure 10 is analyzed, firstly, it is seen that both the content knowledge
and pedagogical content knowledge of the pre-service teacher about the operations in fractions sub-learning
area are adequate. In addition to acting in accordance with the logic of improper fraction in problem posing
and solving processes, the pre-service teacher made the process suitable for elementary school level by
conducting it on the basis of unit fraction. On the other hand, although it is appropriate for the 4th grade level,
the pre-service teacher stated that the problem he/she posed is suitable for the 3 rd grade level of elementary
education. Thus, it can be said that the pre-service teacher's curriculum knowledge about the fractions sub-
learning area is not adequate.

Discussion, Results and Suggestions

Preparing teachers to teach mathematics effectively is one of the main problems faced by people who
want to improve students' learning (Morris, Hiebert & Spitzer, 2009). Therefore, the level of pre-service
teachers' content knowledge about the subject to be taught is an important focal point in preparing teachers in
accordance with the requirements of the profession (Stohlmann, Moore & Cramer, 2013). In the current study,
conducted with pre-service classroom teachers, the pre-service teachers’ level of content and curricular
knowledge was investigated on the basis of the concept of improper fraction. In addition, some examples of
pedagogical content knowledge were given in a non-intensive manner. First, it was investigated for which
sub-learning area the pre-service teachers posed their problems because in the problem root of the visual, no
instruction such as “pose a fraction problem” was given to them. In this regard, it was found that nearly 75%
of a total of 107 pre-service teachers constituting the initial sampling posed problems related to the operations
in fractions sub-learning area. Similarly, Işık and Kar (2012) found that elementary school math teachers
included the problem posing activities related to the fractions and operations in fractions sub-learning area

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within the numbers learning area to the greatest extent. On the other hand, nearly 21% of the participants were
found to have posed problems which are cognitively of low level in the natural numbers sub-learning area
although they were very suitable for the fractions sub-learning area. The pre-service teachers’ inadequate
content knowledge about the fractions sub-learning area in general and the concept of improper fraction in
particular can be shown as one of the reasons for this. As the pre-service teachers did not have adequate
content knowledge of the concept of fraction and improper fraction, they may have preferred to pose problems
related to the natural numbers sub-learning area. Thus, it can be argued that the content knowledge of these
pre-service teachers about the subject of fractions is inadequate. Similarly, it was seen that some of the pre-
service teachers who posed problems for the fractions sub-learning area posed problems in whose solutions
the use of only proper fractions was sufficient. For example, some pre-service teachers considered the second
whole as the post-sharing state of the first whole (number of pieces remaining) and thus they posed proper
fraction-centered problems. It can be said that these pre-service teachers showed a tendency in this direction
due to the lack of content knowledge about the concept of improper fraction. Similarly, in some studies in the
literature, it was concluded that pre-service teachers had difficulties in posing problems appropriate to fraction
operations (Işık & Kar, 2014; Kılıç, 2015; Luo, 2009; Redmond & Utley, 2007). Yangın, Yangın and Pırasa (2018)
stated that special education teachers failed to pose problems about fractions due to lack of content knowledge.
The next stages of the current study were conducted on the works of 80 pre-service teachers who posed and
solved problems within the scope of the fractions sub-learning area. In this respect, in the second stage of the
research, the fractions problems posed and solved for the related visual were examined and inferences were
made about the content knowledge levels of the pre-service teachers. Errors, misconceptions and incorrect
results were found in more than half of the pre-service teachers, especially in their problem solving processes.
For example, it was seen that some pre-service teachers treated the total number of parts (the denominator)
5 2 7
making up the whole like an integer (e.g. + = ). McLeod and Newmarch (2006) state that this error is
5 5 10
due to the fact that two numbers are seen as integers rather than focusing on their relations with each other.
In addition, it was seen that the pre-service teachers were not able to establish the part-whole relationship
correctly (e.g. acting as if there was only one whole despite the fact that two separate wholes were given and
5 2 7
performed this operation + = ) and they could not determine the unit exactly in improper fractions
10 10 10
1 1
(e.g. unit fraction of the second whole is expressed as instead of ). Thus, it can be said that these pre-service
2 5
teachers' knowledge about the concept of improper fraction is inadequate. Karaağaç and Köse (2015)
concluded that students who have not fully developed the concept of piece-whole do not fully understand the
subjects of fraction, and that teachers and pre-service teachers who have inadequate content knowledge cannot
detect students' misconceptions. Similarly, Gökkurt, Şahin, Soylu and Soylu (2013) reported that the pre-
service teachers' content knowledge isn’t adequate enough to correct misconceptions about fractions.
Pantziara and Philippou (2011) emphasized that one of the main reasons behind the errors and misconceptions
seen in relation to fractions is lack of activities conducted to develop conceptual understanding. Thus, it can
be argued that in the basic mathematics and mathematics teaching courses that pre-service teachers have in
their undergraduate education, not enough place is allocated to activities related to conceptual understanding
and content knowledge. On the other hand, it can be said that the pre-service teachers who designed the
solution process on two wholes divided into equal parts, who were aware of the fact addition and subtraction
in fractions require a common denominator, and who used unit fractions correctly have adequate knowledge
about the fractions sub-learning area. In addition, it was observed that some pre-service teachers who have
adequate content knowledge rhythmically counted or added the unit fractions on the basis of the concept of
unit fraction while solving the problems they had posed for the concept of improper fraction. It can be said
that these pre-service teachers have good pedagogical content knowledge as well as good content knowledge.
Tröbst, Kleickmann, Depape, Heinze and Kunter (2019) stated that the activities aimed at improving the
pedagogical content knowledge of pre-service teachers had positive effects on their content knowledge. In the

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final stage of the current study, the pre-service classroom teachers were asked to indicate for which grade level
of the elementary education the problems they posed and solved are suitable. Based on the responses of the
pre-service teachers, inferences were made about their curriculum knowledge. Shulman (1986) pointed out
three basic practices under curriculum knowledge. These are the use of instructional materials, horizontal
curriculum knowledge and vertical curriculum knowledge. Of these, vertical curriculum knowledge is the
knowledge of how the subjects and concepts in the relevant learning area were handled and will be handled
in the curriculum in the previous and following years. In the current study, the pre-service teachers’ vertical
curriculum knowledge was evaluated. According to the results of the analysis, while nearly half of the pre-
service teachers indicated the grade level for which they posed their problems correctly, the other half did not
indicate the correct grade level for their problems. Thus, it can be said that rates of the pre-service teachers
with and without adequate curriculum knowledge are similar to each other. For example, in the elementary
school mathematics curriculum, operations with fractions are given at the 4 th grade level. In addition, these
operations are limited to equal fractions and addition and subtraction operations. Although they performed
addition and subtraction operations for fractions, some of the pre-service teachers stated that the problem they
posed was suitable for the 3rd grade level. Thus, it can be said that these teachers’ curriculum knowledge is not
adequate. Another remarkable finding here is that the curriculum knowledge of some pre-service teachers
who have good pedagogical content knowledge and content knowledge is inadequate. In the current study,
the pre-service teachers’ content and curriculum knowledge about the subject of fractions was analyzed
through the problems they posed and solved. Future research can be conducted by using clinical interviews
for the in-depth analysis of the factors leading to errors and misconceptions. Moreover, future research can
also focus on pedagogical content knowledge. In addition to these, studies can be carried out to make the
content of math teaching courses given in the undergraduate education of pre-service classroom teachers more
content knowledge-based and conceptual learning-oriented.

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