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| Autor/in | Thanheiser, Eva |
|---|---|
| Titel | Preservice Elementary School Teachers' Conceptions of Multidigit Whole Numbers |
| Quelle | In: Journal for Research in Mathematics Education, 40 (2009) 3, S.251-281 (31 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0021-8251 |
| Schlagwörter | Grounded Theory; Preservice Teachers; Numbers; Elementary School Teachers; Mathematics Instruction; Mathematical Concepts; Concept Formation; Interviews; Arithmetic; Numeracy; Problem Solving |
| Abstract | Although preservice elementary school teachers (PSTs) lack the understanding of multidigit whole numbers necessary to teach in ways that empower students mathematically, little is known about their conceptions of multidigit whole numbers. The extensive research on children's understanding of multidigit whole numbers is used to explicate PSTs' conceptions of these numbers. A grounded theoretical approach leads to the development of a framework for PSTs' conceptions of multidigit whole numbers, and that framework facilitates description of their conceptions and their difficulties in the context of the standard algorithms. The framework also enables discussion of the PSTs' performance in other contexts. (Contains 15 figures, 4 tables and 10 footnotes.) (As Provided). |
| Anmerkungen | National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191-1502. Tel: 800-235-7566; Tel: 703-620-3702; Fax: 703-476-2970; e-mail: orders@nctm.org; Web site: http://www.nctm.org/publications/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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