CONCEPTUAL ANALYSIS OF MULTIPLICATION AND DIVISION PROBLEMS IN FRACTIONS POSED BY PRESERVICE ELEMENTARY MATHEMATICS TEACHERS

In this study, it was aimed to analyze conceptually the multiplication and division problems in fractions posed by pre-service elementary mathematics teachers. The study was conducted with 127 pre-service teachers studying in the department of elementary education in mathematics in the education faculty of a state university in Eastern Anatolia during spring term of 2007-2008 academic year. Descriptive design, which is a non-experimental design, was utilized in this study. Problem posing test with eight items was used as a data gathering tool. Pre-service teachers were required to pose problems about multiplication-division in fractions and problems posed were analyzed in details. Analysis results indicated that pre-service teachers were inadequate in multiplication of mixed fractions, division of two fractions, and giving meaning to fractions.