Strategy Ranges: Describing Change in Prospective Elementary Teachers' Approaches to Mental Computation of Sums and Differences

Autor/in	Whitacre, Ian
Titel	Strategy Ranges: Describing Change in Prospective Elementary Teachers' Approaches to Mental Computation of Sums and Differences
Quelle	In: Journal of Mathematics Teacher Education, 18 (2015) 4, S.353-373 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1386-4416
DOI	10.1007/s10857-014-9281-8
Schlagwörter	Preservice Teachers; Mental Computation; Elementary Education; Numbers; Addition; Subtraction; Interviews; Pretests Posttests; Change + Suchen Sie Ihr Suchwort? Kopfrechnen; Elementarunterricht; Zahlenraum; Subtraktion; Interviewing; Interviewtechnik; Wandel
Abstract	This study investigated the sets of mental computation strategies used by prospective elementary teachers to compute sums and differences of whole numbers. In the context of an intervention designed to improve the number sense of prospective elementary teachers, participants were interviewed pre/post, and their mental computation strategies were analyzed. The analysis led to the identification of the "strategy ranges" used by the participants, as well as descriptions of changes pre/post in those strategy ranges. This article illustrates how strategy ranges, as an analytic tool, afford useful descriptions of the repertoires of mental computation strategies that individuals use. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01