Literaturnachweis - Detailanzeige
Autor/inn/en | Almeida, Rut; Bruno, Alicia |
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Titel | Strategies of Pre-Service Primary School Teachers for Solving Addition Problems with Negative Numbers |
Quelle | In: International Journal of Mathematical Education in Science and Technology, 45 (2014) 5, S.719-737 (19 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0020-739X |
DOI | 10.1080/0020739X.2013.877605 |
Schlagwörter | Preservice Teachers; Elementary School Teachers; Problem Solving; Elementary School Mathematics; Number Concepts; Learning Strategies; Addition; Arithmetic; Mathematics Instruction; Word Problems (Mathematics); Foreign Countries; Mathematics Tests; Spain Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Problemlösen; Elementare Mathematik; Schulmathematik; Number concept; Zahlbegriff; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Mathematics lessons; Mathematikunterricht; Textaufgabe; Ausland; Spanien |
Abstract | This paper analyses the strategies used by pre-service primary school teachers for solving simple addition problems involving negative numbers. The findings reveal six different strategies that depend on the difficulty of the problem and, in particular, on the unknown quantity. We note that students use negative numbers in those problems they find easy and resort to other strategies in more complex problems. Furthermore, the problem-solving strategies reveal lingering difficulties involving negative numbers, such as mistakes with arithmetic rules and a lack of rigour in the mathematical notation used in the operations. (As Provided). |
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Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |