Developing Elementary Pre-service Teachers’ Technological, Pedagogical, and Content Knowledge for Learning and Teaching Division of Fractions

Several studies indicate pre-service elementary school teachers’ (PSTs) lack of understanding in division of fractions due to limited conceptual understanding in this content area (Ball, 1990; Schwartz, 2008). The purpose of this study is to examine how TPACK (integrating technological, pedagogical...

The International Journal of Technology, Knowledge, and Society

Common Ground Research Networks