Prospective Elementary Teachers’ Development of Fraction Number Sense

Article Properties
Cite
Utley, Juliana, and Stacy Reeder. “Prospective Elementary Teachers’ Development of Fraction Number Sense”. Investigations in Mathematics Learning, vol. 5, no. 2, 2012, pp. 1-13, https://doi.org/10.1080/24727466.2012.11790320.
Utley, J., & Reeder, S. (2012). Prospective Elementary Teachers’ Development of Fraction Number Sense. Investigations in Mathematics Learning, 5(2), 1-13. https://doi.org/10.1080/24727466.2012.11790320
Utley, Juliana, and Stacy Reeder. “Prospective Elementary Teachers’ Development of Fraction Number Sense”. Investigations in Mathematics Learning 5, no. 2 (2012): 1-13. https://doi.org/10.1080/24727466.2012.11790320.
Utley J, Reeder S. Prospective Elementary Teachers’ Development of Fraction Number Sense. Investigations in Mathematics Learning. 2012;5(2):1-13.
Refrences
Title Journal Journal Categories Citations Publication Date
An Extensive Analysis of Preservice Elementary Teachers’ Knowledge of Fractions

 American Educational Research Journal
  • Education: Theory and practice of education
  • Education
  • Social Sciences
 83 2008
Knowing and teaching fractions: A cross-cultural study of American and Chinese mathematics teachers Contemporary Educational Psychology
  • Philosophy. Psychology. Religion: Psychology
  • Philosophy. Psychology. Religion: Psychology
  • Medicine: Internal medicine: Neurosciences. Biological psychiatry. Neuropsychiatry: Neurology. Diseases of the nervous system: Psychiatry
 45 2006
10.5951/TCM.7.3.0146 2000
10.5951/MTMS.4.8.0530 1999
10.5951/MTMS.3.5.0339 1998
Citations
Title Journal Journal Categories Citations Publication Date
Validating psychometric classification of teachers’ fraction arithmetic reasoning Journal of Mathematics Teacher Education
  • Education: Theory and practice of education
  • Education
  • Social Sciences
 1 2023
Fourth Grade Primary School Students' Solutions to the Questions on Fractions and the Models They Use in Solving

 Kastamonu Eğitim Dergisi
  • Education: Education (General)
  • Science: Science (General)
 2022
Characterizing reasoning about fraction arithmetic of middle grades teachers in three latent classes Mathematical Thinking and Learning
  • Education: Theory and practice of education
  • Education
  • Social Sciences
 6 2020
Exploring unfamiliar paths through familiar mathematical territory: Constraints and affordances in a preservice teacher’s reasoning about fraction comparisons The Journal of Mathematical Behavior
  • Education: Theory and practice of education
 3 2019
Turkish Pre-service Middle Level Mathematics Teachers’ Knowledge for Teaching Fractions RMLE Online 4 2019
Citations Analysis
Category Category Repetition
Education: Theory and practice of education5
Education3
Social Sciences3
Education: Education (General)1
Science: Science (General)1
The category Education: Theory and practice of education 5 is the most commonly referenced area in studies that cite this article. The first research to cite this article was titled Prospective Elementary Teachers' Conceptual Understanding of Integers and was published in 2016. The most recent citation comes from a 2023 study titled Validating psychometric classification of teachers’ fraction arithmetic reasoning. This article reached its peak citation in 2019, with 2 citations. It has been cited in 7 different journals, 14% of which are open access. Among related journals, the Journal of Mathematics Teacher Education cited this research the most, with 2 citations. The chart below illustrates the annual citation trends for this article.
Citations used this article by year