The effect of A Constructive Model in Teaching Fractions on Developing Pedagogical Knowledge of Teachers Students and Their Attitudes towards Mathematics

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.