How Pre-Service Teachers Integrate Knowledge of Students' Difficulties in Understanding the Concept of the Arithmetic Mean into Their Pedagogy [Konferenzbericht] Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (36th, Melbourne, Victoria, Australia, 2013).

Autor/in	Prodromou, Theodosia
Institution	Mathematics Education Research Group of Australasia
Titel	How Pre-Service Teachers Integrate Knowledge of Students' Difficulties in Understanding the Concept of the Arithmetic Mean into Their Pedagogy [Konferenzbericht] Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (36th, Melbourne, Victoria, Australia, 2013).
Quelle	(2013), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Mathematics Education; Preservice Teachers; Teaching Methods; Preadolescents; Mathematics Skills; Barriers; Learning Problems; Faculty Development; Statistics; Teaching Skills; Arithmetic; Mathematical Concepts; Foreign Countries; Algebra; Probability; Lecture Method; Workshops; Assignments; Australia + Suchen Sie Ihr Suchwort? Mathematische Bildung; Teaching method; Lehrmethode; Unterrichtsmethode; Pre-adolescence; Präadoleszenz; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Lernproblem; Statistik; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Ausland; Wahrscheinlichkeitsrechnung; Wahrscheinlichkeitstheorie; Lernwerkstatt; Schulung; Assignment; Auftrag; Zuweisung; Australien
Abstract	This research study investigates how pre-service teachers integrate statistical content, students' thinking, and pedagogy as they examine how 11- to 12-year olds develop mathematically. The findings provide insights into: a) how pre-service teachers identify some of the difficulties that students commonly have, and b) what pedagogical approaches pre-service teachers use to address students' difficulties and enhance students' learning. These findings have implications for the design and delivery of professional development that improves teachers' knowledge, understanding, and skills in teaching statistics. (As Provided).
Anmerkungen	Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01