Prospective Teachers' Reasoning and Response to a Student's Non-Traditional Strategy when Dividing Fractions

Autor/inn/en	Son, Ji-Won; Crespo, Sandra
Titel	Prospective Teachers' Reasoning and Response to a Student's Non-Traditional Strategy when Dividing Fractions
Quelle	In: Journal of Mathematics Teacher Education, 12 (2009) 4, S.235-261 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1386-4416
DOI	10.1007/s10857-009-9112-5
Schlagwörter	Mathematics Activities; Preservice Teachers; Arithmetic; Secondary School Teachers; Elementary School Teachers; Elementary Secondary Education + Suchen Sie Ihr Suchwort? Addition; Arithmetik; Arithmetikunterricht; Rechnen; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende
Abstract	Recognizing meaning in students' mathematical ideas is challenging, especially when such ideas are different from standard mathematics. This study examined, through a teaching-scenario task, the reasoning and responses of prospective elementary and secondary teachers to a student's non-traditional strategy for dividing fractions. Six categories of reasoning were constructed, making a distinction between deep and surface layers. The connections between the participants' reasoning, their teaching response, and their beliefs about mathematics teaching were investigated. We found that there were not only differences but also similarities between the prospective elementary and secondary teachers' reasoning and responses. We also found that those who unpacked the mathematical underpinning of the student's non-traditional strategy tended to use what we call "teacher-focused" responses, whereas those doing less analysis work tended to construct "student-focused" responses. These results and their implications are discussed in relation to the influential factors the participants themselves identified to explain their approach to the given teaching-scenario task. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10