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Exploring preservice teachers’ pedagogical content knowledge of teaching fractions

Teachers’ pedagogical content knowledge (PCK) influences their instruction and, by consequence, their children’s opportunities to learn better. Within the domain of fractions, items assessing PCK are nested within larger assessments, with little explicit focus on the PCK domain. We report on the development and initial validity argument for a PCK for Fractions assessment that assesses preservice teachers’ (PSTs’) knowledge of students’ fractional reasoning. Results suggest the assessment can differentiate between PSTs of different levels in their teacher education program, and that items appear to assess the intended construct. Implications for future study, and for how PCK may develop among PSTs is discussed.