Abstract:
The purpose of this study is to investigate the effect of a constructive
model in teaching fractions on developing pedagogical knowledge of students
teachers and their attitudes towards mathematics.
In order to fulfill the study's goal, instruments such as a pedagogical
knowledge test and a trends scale were created. The validity and the credibility
of the instruments were confirmed. The study sample was intentionally
chosen. They were divided into two groups: the first was experimental group
)21( that used a constructive model and the second was a control group )20(
who studied using the classical method. The pedagogical knowledge test was
conducted on both groups before starting the study application to confirm the
equivalence between the groups. The same test was conducted after the course
of the study.
The study showed statistically differences between the means of the grades
of the experimental group which used constructive model and the means of
student’s grades of the control group for the experimental group. The results
of the research showed students positive attitudes towards using constructive
model.
In light of these results, the researcher recommended using constructive
model in teaching fractions, because it has a positive effect, developing
pedagogical knowledge and reinforcing their attitudes towards mathematics.