摘要：AbstractIncreased pressure to improve teaching quality has intensified the emphasis on the development of conceptual understanding in mathematics rather than reliance on procedural understanding. A particularly problematic content area is fractions. This article explores the shifts in pedagogical content knowledge for fractions in a group of 12 primary teachers during a professional learning project. Responses to a ‘before and after’ fractions task and reflective comments revealed the majority of teachers developed a more comprehensive understanding. We propose that emphasizing different representations of fractions for teaching, especially number lines and grids, has the potential to positively influence teachers’ pedagogical content knowledge.
