Preservice Elementary Teachers’ Mathematical Knowledge on Fractions as Operator in Word Problems

The preservice primary school mathematics teacher needs training that focuses on and its didactics. Research has shown the importance of developing mathematical content knowledge as well adequate didactic knowledge. Teacher education programs must address both to provide an effective teaching-learning process. present research aims assess 194 prospective teachers about fraction word problems faced by students at Primary Education stage, based Mathematics Teachers′ Specialized Knowledge (MTSK) model. By means teachers’ written answers, we explored their identified associated error (one-step multistep) in which a meaning operator. Preservice showed some difficulties when working with this content, were intensified they solved multistep problems. most common founded types is related results show weak prior consequence, it necessary establish preventive actions degrees since insufficient prevents them having proper