İlköğretim Matematik Öğretmen Adaylarının Kesir Kavramına İlişkin Tanımlarının İncelenmesi

The purpose of this study is to examine the pre-service elementary mathematics teachers’ fraction definitions in the context of fraction meanings. For this purpose, the study was conducted with the case study design of the qualitative research method. A questionnaire consisting of open-ended questions was used as a data collection tool. Criterion sampling, one of the purposeful sampling methods, was used to determine the study group. In the 2018-2019 academic year, 48 pre-service teachers who took the Fundamentals of Mathematics course in the Elementary Mathematics Education program were consulted on a voluntary basis. In this study, the data collected using a measurement tool consisting of a total of four open-ended questions were analyzed by content and descriptive analysis technique, two of the analysis techniques in qualitative research methods. In the light of the findings, it was determined that pre-service elementary mathematics teachers have difficulty in defining the basic concept of fraction. Some suggestions were made based on the results of the research.