Mathematics Teachers' Reasoning about Fractions and Decimals Using Drawn Representations

Autor/inn/en	Lee, Soo Jin; Brown, Rachael Eriksen; Orrill, Chandra Hawley
Titel	Mathematics Teachers' Reasoning about Fractions and Decimals Using Drawn Representations
Quelle	In: Mathematical Thinking and Learning: An International Journal, 13 (2011) 3, S.198-220 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1098-6065
Schlagwörter	Mathematics Education; Mathematics Teachers; Mathematics Instruction; Middle Schools; Teacher Attitudes; Arithmetic; Professional Development; Task Analysis; Educational Strategies; Problem Solving + Suchen Sie Ihr Suchwort? Mathematische Bildung; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Mathematics lessons; Mathematikunterricht; Middle school; Mittelschule; Mittelstufenschule; Lehrerverhalten; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Aufgabenanalyse; Lehrstrategie; Problemlösen
Abstract	This qualitative study considers middle grades mathematics teachers' reasoning about drawn representations of fractions and decimals. We analyzed teachers' strategies based on their response to multiple-choice tasks that required analysis of drawn representations. We found that teachers' flexibility with referent units played a significant role in understanding drawn representations with fractions and decimals. Teachers who could correctly identify or flexibly use the referent unit could better adapt their mathematical knowledge of fractions validating their choice, whereas teachers who did not attend to the referent unit demonstrated four problem-solving strategies for making sense of the tasks. These four approaches all proved to be limited in their generalizability, leading teachers to make incorrect assumptions about and choices on the tasks. (Contains 2 tables, 6 figures, and 4 footnotes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10