Development of Arithmetical Thinking: Evaluation of Subject Matter Knowledge of Pre-Service Teachers in Order to Design the Appropriate Course

Autor/in	Guberman, Raisa
Titel	Development of Arithmetical Thinking: Evaluation of Subject Matter Knowledge of Pre-Service Teachers in Order to Design the Appropriate Course
Quelle	In: International Journal of Science and Mathematics Education, 14 (2016) 4, S.739-755 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1571-0068
DOI	10.1007/s10763-014-9600-7
Schlagwörter	Arithmetic; Preservice Teachers; Mathematics; Mathematics Instruction; Teacher Education; Teacher Education Programs; Foreign Countries; Mathematics Teachers; Teaching Methods; Elementary School Mathematics; Mathematics Education; Computation; Geometry; Geometric Concepts; Israel + Suchen Sie Ihr Suchwort? Addition; Arithmetik; Arithmetikunterricht; Rechnen; Mathematik; Mathematics lessons; Mathematikunterricht; Lehrerausbildung; Lehrerbildung; Ausland; Mathematics; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Elementare Mathematik; Schulmathematik; Mathematische Bildung; Geometrie; Elementare Geometrie
Abstract	One of the key courses in the mathematics teacher education program in Israel is arithmetic, which engages in contents which these pre-service mathematics teachers (PMTs) will later teach at school. Teaching arithmetic involves knowledge about the essence of the concept of "number" and the development thereof, calculation methods and strategies. properties of operations on different sets of numbers, as well as the properties of the numbers themselves. Hence, the question arises: how to educate PMTs in order to supplement their mathematical knowledge with the required components? The present study explored the development of arithmetic thinking among pre-service teachers intending to teach mathematics at elementary school. This was done by matching the van Hiele theory of the development of geometric thinking to arithmetic. Analysis of findings obtained both in the present study and in many studies of geometry teaching indicates that this approach to considering the learners' level of thinking development might lead to meaningful learning in arithmetic course for PMTs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01