Mastery and conceptions of student fractions for Primary Education Teacher: A comparative study between Spain and Nicaragua

Abstract

It is highly relevant to investigate the knowledge that future teachers of elementary education will acquire. This leads to the present research that focuses on the mastery of a group of students for Primary Education teachers on the concept of fraction in Nicaragua and Spain. The results show that students of elementary school teaching in Spain understand fraction as part of a whole, operator, decimal and ratio, and showing limitations on the fraction as a measure and distribution. On the other hand, Students of elementary school teaching in Nicaragua understand fraction as part of a whole as well, but it is not like this in the other categories of analysis. In addition, students of elementary school teaching in Nicaragua have limitations when explaining the process of solving exercises.