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International Journal for Research Trends and Innovation
International Peer Reviewed & Refereed Journals, Open Access Journal
ISSN Approved Journal No: 2456-3315 | Impact factor: 8.14 | ESTD Year: 2016
Scholarly open access journals, Peer-reviewed, and Refereed Journals, Impact factor 8.14 (Calculate by google scholar and Semantic Scholar | AI-Powered Research Tool) , Multidisciplinary, Monthly, Indexing in all major database & Metadata, Citation Generator, Digital Object Identifier(DOI)
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Issue: April 2026
Volume 11 | Issue 4
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Impact Factor : 8.14
Issue per Year : 12
Volume Published : 11
Issue Published : 119
Article Submitted : 23468
Article Published : 9055
Total Authors : 24028
Total Reviewer : 831
Total Countries : 162
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| Paper Title: | Knowledge Of Fractional Equivalence: A Case Of Two 3-3-3 Elementary Teacher Education Pre-Service Teachers. |
| Authors Name: | Shorayi Dambakushamba |
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IJRTI_210462
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| Published Paper Id: | IJRTI2603073 |
| Published In: | Volume 11 Issue 3, March-2026 |
| DOI: | |
| Abstract: | The study examined how the 3-3-3 teacher education model prepares pre-service teachers to understand fraction equivalence. Using a qualitative case study design, data were collected from two final-year elementary school pre-service teachers at a teacher education college in Zimbabwe through a 5-item test. The participants were purposively selected because they taught grade 6 during their teaching practice. Results showed that while the participants understood unit equivalence, they struggled with proportional equivalence and had difficulty manipulating fractions with differing quantities. They performed better with quantitative invariance but had difficulty comparing shapes, preferring structural invariance. The study concluded that the 3-3-3 teacher education model does not equip pre-service teachers with the knowledge of proportional equivalence. The study contributed to knowledge by highlighting the importance of conceptual understanding of fraction equivalence, a concept that has been ignored and taken for granted even in teacher education. |
| Keywords: | unit equivalence, proportional equivalence, teacher education |
| Cite Article: | "Knowledge Of Fractional Equivalence: A Case Of Two 3-3-3 Elementary Teacher Education Pre-Service Teachers.", International Journal for Research Trends and Innovation (www.ijrti.org), ISSN:2456-3315, Vol.11, Issue 3, page no.a564-a575, March-2026, Available :http://www.ijrti.org/papers/IJRTI2603073.pdf |
| Downloads: | 00091 |
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2456-3315 | IMPACT FACTOR: 8.14 Calculated By Google Scholar| ESTD YEAR: 2016 An International Scholarly Open Access Journal, Peer-Reviewed, Refereed Journal Impact Factor 8.14 Calculate by Google Scholar and Semantic Scholar | AI-Powered Research Tool, Multidisciplinary, Monthly, Multilanguage Journal Indexing in All Major Database & Metadata, Citation Generator |
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Published Paper ID: IJRTI2603073
Registration ID:210462
Published In: Volume 11 Issue 3, March-2026
DOI (Digital Object Identifier):
Page No: a564-a575 Country: Mutoko, Zimbabwe, Zimbabwe Research Area: Other Publisher : IJ Publication Published Paper URL : https://www.ijrti.org/viewpaperforall?paper=IJRTI2603073 Published Paper PDF: https://www.ijrti.org/papers/IJRTI2603073 |
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ISSN: 2456-3315
Impact Factor: 8.14 and ISSN APPROVED,
Journal Starting Year (ESTD) : 2016
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