Quantitative (and Non-Quantitative) Methods Used by Future Teachers for Solving Probability-Based Proportion Problems [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (40th, Greenville, SC, Nov 15-18, 2018).

Autor/inn/en	Stevenson, Dean L.; Beckmann, Sybilla; Johnson, Sheri E.; Kang, Rui
Titel	Quantitative (and Non-Quantitative) Methods Used by Future Teachers for Solving Probability-Based Proportion Problems [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (40th, Greenville, SC, Nov 15-18, 2018).
Quelle	(2018), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Problem Solving; Probability; Middle School Teachers; Preservice Teachers; Mathematics Instruction; Mathematical Concepts; Mathematical Logic; Secondary School Mathematics; Secondary School Teachers; Multiplication + Suchen Sie Ihr Suchwort? Problemlösen; Wahrscheinlichkeitsrechnung; Wahrscheinlichkeitstheorie; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Mathematics lessons; Mathematikunterricht; Mathematical logics; Mathematische Logik; Multiplikation
Abstract	We have extended two perspectives of proportional reasoning to solve problems based in probability. Four future middle grade teachers were enrolled in a mathematics content course that emphasized reasoning about multiplication with quantities. The course expected future teachers to generate and explain methods for solving proportions. Probability had not yet been discussed in the course, which gave insight into how reasoning fostered in the course was invoked in novel tasks. All four future teachers could reason about multiplication with quantities to solve probability problems and could use quantitative methods that accurately reflected how empirical probabilities approach theoretical probabilities as the number of trials increase. [For the complete proceedings, see ED606531.] (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	2024/1/01