Original scientific paper

https://doi.org/10.15516/cje.v28i3.41363

Exploring Pre-Service Teachers' Handling of Student Errors in Fractions: A Case-Based Study

Yusuf Koç ; Kocaeli University, School of Education, Department of Mathematics and Science Education *
Erhan Bingölbali ; Afyon Kocatepe University, School of Education, Department of Mathematics and Science Education

* Corresponding author.

Abstract

Abstract
The purpose of this research is to explore the extent to which pre-service mathematics teachers handle students' errors in fraction multiplication and division within a teacher education course grounded in conceptual understanding and case-based pedagogy. A learning environment was purposefully designed to strengthen the connection between theory and practice using teaching cases. The findings show that case-based pedagogy helps pre-service teachers notice the underlying reasons for students' errors in fraction operations and handle these errors conceptually. The findings are discussed by focusing on common errors in learning fraction multiplication and division, the theory-practice connection, participants' attention to student errors, and the instructor's dual roles in supporting the learning of fractions.
Keywords: conceptual understanding; mathematics learning; teacher decision making; theory-practice connection; student mistakes

Keywords

conceptual understanding;  theory-practice connection; teacher decision making; student mistakes; mathematics learning

Hrčak ID:

351233

URI

https://hrcak.srce.hr/351233

Publication date:

21.9.2026.

Article data in other languages: croatian

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