Graduation Year


Document Type




Degree Name

Doctor of Philosophy (Ph.D.)

Degree Granting Department

Curriculum and Instruction

Major Professor

Eugenia Vomvoridi-Ivanovic, Ph.D.

Committee Member

Sarah Ann van Ingen Lauer, Ph.D.

Committee Member

Robert Dedrick, Ph.D.

Committee Member

Samuel Eskelson, Ph.D.


Fractions Task, Pedagogical Content Knowledge, Qualitative Content Analysis, Subject Matter Knowledge, Textbook Analysis


I explored using qualitative content analysis what type of opportunities in mathematics methods textbooks are provided for pre-service elementary teachers to develop Mathematical Knowledge for Teaching Fractions (MKTF). Specifically, I examined all fractions tasks that are located in fraction chapters of mathematics methods textbooks in order to explore the ways they support pre-service teachers’ Subject Matter Knowledge and Pedagogical Content Knowledge of fractions.

I used qualitative content analysis of three mathematics methods textbooks to analyze how MKTF is offered for pre-service elementary teachers. In particular, I investigated the chapters that are designated to fraction concepts using both deductive and inductive approaches in developing a framework with the guide of the Domains of MKT (Ball et al., 2008). First, I used a deductive approach to generate main categories and subcategories of the framework, and then I continued to develop the framework inductively based on the fraction concepts presented in three mathematics methods textbooks. Finally, I used the developed framework to examine the extent to which fraction concepts presented in three textbooks provide opportunities for pre-service teachers to gain/enhance their MKTF.

After analyzing the fraction chapters of the three mathematics method textbooks, I was able to discover that pre-service teachers are offered various types of opportunities to develop mathematical knowledge for teaching fractions through the fraction tasks given in those chapters. Findings revealed that all three methods textbooks offer the greatest opportunities for pre-service teachers to develop Subject Matter Knowledge. The greatest number of tasks in each textbook required pre-service teachers to possess Common Content Knowledge, followed by Specialized Content Knowledge. The results indicated that fraction tasks in mathematics methods textbooks provide only limited opportunities for pre-service teachers to improve Pedagogical Content Knowledge. The results of this inquiry contribute to teacher education, where pre-service teachers should be offered opportunities to learn fraction concepts and how to teach fractions.