Investigating preservice mathematics teachers’ understanding of singaporean bar model method on fraction multiplication

Date

2024-12-4

Author

Kara Ezan, Elif

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This study investigates pre-service middle school mathematics teachers' understanding of the Singapore Bar Model in the context of fraction multiplication problems. Using a multiple case study design, pre-service teachers from different academic years were presented with two sample Bar Model solutions, one involving a fraction of a whole number and the other focusing on a fraction of a fractional quantity. After analyzing the sample solutions, participants were asked to solve similar fraction multiplication problems using the Bar Model Method and provide feedback on their experience. The findings reveal that pre-service teachers initially struggled to connect the visual representation of the Bar Model with the arithmetic elements of the solution of the problem, especially in more complex problems. Despite these challenges, most participants perceived the Bar Model as an effective tool for teaching abstract mathematical concepts, with praise for its ability to simplify problems involving fractions. As pre-service teachers progress through their academic years, it was observed that their understanding of the Bar Model, particularly their potential to integrate symbolic and arithmetic reasoning, improved. However, challenges such as symbolic explanation mistakes and missing question marks persisted. The study highlights the importance of targeted training and explicit instruction to help pre-service teachers refine their Bar Model method application. The findings suggest that teacher education programs should incorporate more comprehensive Bar Model training to enhance its integration into teaching practices, particularly for complex mathematical problems. Further research is needed to explore the broader applicability of the Bar Model in diverse mathematical topics and classroom settings.

Subject Keywords

Singapore Bar Model Method, Pre-Service Teachers, Problem Solving, Fractions

URI

https://hdl.handle.net/11511/113012

Collections

Graduate School of Natural and Applied Sciences, Thesis