Literaturnachweis - Detailanzeige
| Autor/in | Lunt, Jana |
|---|---|
| Titel | The Effects of Teachers' Understanding of Addition and Subtraction Word Problems on Student Understanding [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (33rd, Reno, NV, Oct 20-23, 2011). |
| Quelle | (2011), (9 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Teacher Influence; Pedagogical Content Knowledge; Addition; Subtraction; Word Problems (Mathematics); Elementary School Teachers; Mathematics Instruction; Elementary School Students; Outcomes of Education |
| Abstract | This study investigates the influence of teacher understanding on student understanding through teacher practice. Three elementary school teachers participated in a university course that discussed mathematical and pedagogical knowledge regarding addition and subtraction word problems. The data from this study were analyzed qualitatively to describe the nature of the teachers' understandings, the ways teachers used their understandings in their practice, and the nature of their students' understandings. I hypothesize that teachers used their understanding to create and implement tasks at a high level of cognitive demand, maintaining that demand over time, which affected student understanding. [For the complete proceedings, see ED585874.] (As Provided). |
| Anmerkungen | North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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