Nuances of Prospective Teachers' Interpretations of Integer Word Problems

Autor/inn/en	Bofferding, Laura; Wessman-Enzinger, Nicole M.
Titel	Nuances of Prospective Teachers' Interpretations of Integer Word Problems
Quelle	(2018), (22 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Preservice Teachers; Mathematics Skills; Word Problems (Mathematics); Numbers; Addition; Subtraction; Problem Solving; Mathematical Concepts; Knowledge Level + Suchen Sie Ihr Suchwort? Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Textaufgabe; Zahlenraum; Subtraktion; Problemlösen; Wissensbasis
Abstract	This chapter identifies the ways in which 15 prospective teachers engage the strands of mathematical proficiency as they solve word problems involving integer addition and subtraction. The prospective teachers, through think-aloud interviews, demonstrated a strong focus on solving problems using procedures, which some did not explain and others explained in detail. Number line representations were popular ways to illustrate solution methods, especially to highlight distances to and from zero. Further, some problems elicited a variety of strategies, while others mainly elicited procedures. The collective think-aloud data reveal strong, interconnected strands that could help individuals reflect on procedural versus conceptual knowledge and how best to explain and make connections among the ideas involved in the problems. [For the complete volume, "Exploring the Integer Addition and Subtraction Landscape: Perspectives on Integer Thinking," see ED612853.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01