英文摘要
This study mainly investigates student teachers' elementary fraction concept and classroom teaching of fraction concept. This study consists of three parts: the first part reviews learning theory of mathematical concept, multiple meanings of fraction, and model f pedagogical knowledge of mathematical teachers and formulates theory and methodology of this study; the second part presents learning outcomes of elementary fraction concept of students in teacher college; the last part discusses how do the four teachers manage classroom teaching of fraction concepts.
如有問題歡迎與系統管理員聯繫 
