Pre-Service Middle School Mathematics Teachers' Understanding of Students' Knowledge: Location of Decimal Numbers on a Number Line

Autor/inn/en	Girit, Dilek; Akyuz, Didem
Titel	Pre-Service Middle School Mathematics Teachers' Understanding of Students' Knowledge: Location of Decimal Numbers on a Number Line
Quelle	In: International Journal of Education in Mathematics, Science and Technology, 4 (2016) 2, S.84-100 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2147-611X
Schlagwörter	Preservice Teachers; Middle School Teachers; Mathematics Teachers; Student Teacher Attitudes; Teacher Expectations of Students; Knowledge Level; Arithmetic; Number Concepts; Numeracy; Misconceptions; Middle School Students; Grade 5; Grade 6; Interviews; Mathematics Skills; Problem Solving; Case Studies; Qualitative Research; Comparative Analysis; Data Analysis; Foreign Countries; Turkey + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Mathematics; Mathematik; Wissensbasis; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Number concept; Zahlbegriff; Rechenkompetenz; Missverständnis; Student; Students; Schüler; Schülerin; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; Interviewing; Interviewtechnik; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Problemlösen; Case study; Fallstudie; Case Study; Qualitative Forschung; Auswertung; Ausland; Türkei
Abstract	Studies reveal that students as well as teachers have difficulties in understanding and learning of decimals. The purpose of this study is to investigate students' as well as pre-service teachers' solution strategies when solving a question that involves an estimation task for the value of a decimal number on the number line. We also examined the pre-service teachers' anticipation of students' misconceptions and difficulties for the given task. To conduct our analysis, we conducted interviews with three 5th and three 6th grade students, and eight pre-service teachers. During the interviews we asked them to solve the question and explain their solution strategies. The findings of the study indicate that students and pre-service teachers approach this problem in different ways. However, both groups have a tendency to think of decimals successively and indicate precise answers rather than specifying a range of possible values. We also observed the pre-service teachers could only partially anticipate the misconceptions and difficulties faced by the students. (As Provided).
Anmerkungen	International Journal of Education in Mathematics, Science and Technology. Necmettin Erbakan University, Ahmet Kelesoglu Education Faculty, Meram, Konya, 42090, Turkey. Tel: +90-505-490-6703; Fax: +90-332-323-6225; e-mail: ijermst@gmail.com; Web site: http://ijemst.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01