The Stages of Early Arithmetic Learning: A Context for Learning to Professionally Notice [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (34th, Kalamazoo, MI, Nov 1-4, 2012).

Autor/inn/en	Fisher, Molly H.; Schack, Edna O.; Thomas, Jonathan; Eisenhardt, Sara; Yoder, Margaret; Tassell, Janet
Titel	The Stages of Early Arithmetic Learning: A Context for Learning to Professionally Notice [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (34th, Kalamazoo, MI, Nov 1-4, 2012).
Quelle	(2012), (7 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Elementary School Teachers; Mathematics Instruction; Elementary School Mathematics; Arithmetic; Methods Courses; Preservice Teachers; Learning Modules; Attention; Decision Making; Pretests Posttests; Program Effectiveness; Video Technology; Statistical Analysis + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Mathematics lessons; Mathematikunterricht; Elementare Mathematik; Schulmathematik; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Methodisch-didaktische Anleitung; Learning module; Lernmodul; Aufmerksamkeit; Decision-making; Entscheidungsfindung; Statistische Analyse
Abstract	The goal of this study is to develop the professional noticing abilities of preservice elementary teachers in the context of the Stages of Early Arithmetic Learning. In their mathematics methods course, the preservice elementary teachers participated in a researcher-developed multi-session module that progressively nests the three interrelated components of professional noticing--attending, interpreting, and deciding. A pre- and post-assessment was administered to measure their change in the three components of professional noticing. The preservice elementary teachers demonstrated significant growth in all three components. [For the complete proceedings, see ED584829.] (As Provided).
Anmerkungen	North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01