Facilitating Preservice Teachers' Development of Mathematics Knowledge for Teaching Arithmetic Operations

Autor/in	Chapman, Olive
Titel	Facilitating Preservice Teachers' Development of Mathematics Knowledge for Teaching Arithmetic Operations
Quelle	In: Journal of Mathematics Teacher Education, 10 (2007) 4-6, S.341-349 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1386-4416
DOI	10.1007/s10857-007-9046-8
Schlagwörter	Preservice Teachers; Mathematics Education; Word Problems (Mathematics); Arithmetic; Knowledge Base for Teaching; Elementary School Teachers; Pedagogical Content Knowledge; Teacher Education; Mathematics Instruction + Suchen Sie Ihr Suchwort? Mathematische Bildung; Textaufgabe; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Teaching theory; Theory of teaching; Unterrichtstheorie; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Pädagogische Kompetenz; Lehrerausbildung; Lehrerbildung; Mathematics lessons; Mathematikunterricht
Abstract	Mathematical tasks, centered on arithmetic word problems, are discussed as the basis of an approach to facilitate preservice elementary teachers' development of mathematical knowledge for teaching arithmetic operations. The approach consists of three groups of tasks that allow students to reflect on their initial knowledge, explore arithmetic word problem situations from multiple perspectives, and apply their resulting knowledge, respectively. Findings from the investigation of the approach indicate that the tasks can provide an effective and meaningful basis to help preservice teachers to develop deeper understandings of the arithmetic operations and their relationships and pedagogical-mathematical knowledge for teaching the arithmetic operations conceptually. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10