Pre-Service Kindergarten Teachers’ Mathematical Thinking on Adding Fractions with the Like and Unlike Denominators at Khangkhay Teacher Training College

Abstract

The objectives of this study are to (1) explore pre-service kindergarten teachers’ mathematical thinking in adding fractions with like and unlike denominators, and (2) identify their mathematical understanding of adding fractions with like and unlike denominators. The sample of the study consists of 58 first-year pre-service kindergarten teachers enrolled in the 12+2 system. This research relies on qualitative data obtained from analyzing student teachers’ group worksheets and their explanations. The results revealed that pre-service kindergarten teachers have different ways of thinking about adding fractions. They are likely to misunderstand both the procedural and conceptual aspects of adding fractions with like and unlike denominators. Many still operate on fractions as if they were whole numbers and fail to recognize the relationship between numerators and denominators. This study suggests further research into individual pre-service kindergarten teachers’ mathematical thinking using real teaching materials focused on adding fractions with like and unlike denominators. Emphasizing the relationship between numerators, denominators, and the concept of equivalency is crucial for effective teaching and learning of fractions.