Prospective teachers’ confidence and mathematics conceptual knowledge for teaching in South Korea – Fraction division

Abstract

We focused on both prospective teachers’ (PTs) confidence about their knowledge preparation and the extent of their knowledge of the specific topic of fraction division. The results revealed how these PTs’ confidence may or may not be supported by their knowledge preparation for teaching fraction division, a concept they would be expected to teach as part of the country's curriculum standards. The results also illustrated the importance of specifying knowledge components in mathematics in order to help build or support PTs’ confidence for classroom instruction.