Halves, Pieces, and Twoths: Constructing Representational Contexts in Teaching Fractions. Craft Paper 90-2.

Autor/in	Ball, Deborah Loewenberg
Institution	National Center for Research on Teacher Education, East Lansing, MI.
Titel	Halves, Pieces, and Twoths: Constructing Representational Contexts in Teaching Fractions. Craft Paper 90-2.
Quelle	(1990), (45 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Stellungnahme; Cognitive Development; Cognitive Structures; Elementary Education; Elementary School Mathematics; Epistemology; Fractions; Learning Strategies; Literature Reviews; Mathematics Education; Mathematics Teachers; Teacher Education; Teaching Methods; Thinking Skills + Suchen Sie Ihr Suchwort? Kognitive Entwicklung; Cognitive structure; Kognitive Struktur; Elementarunterricht; Elementare Mathematik; Schulmathematik; Erkenntnistheorie; Bruchrechnung; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Mathematische Bildung; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Lehrerausbildung; Lehrerbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Denkfähigkeit
Abstract	Learning to teach mathematics for understanding is not easy. First, practice itself is complex. Second, many teachers' traditional experiences with and orientations to mathematics and its pedagogy are additional hindrances. This paper examines teaching practices and reviews some of what is known about prospective and experienced elementary teachers. In analyzing practices, the document's focus is on one major aspect of teacher thinking in helping students learn about fractions: the construction of instructional representations. One teacher's practice is analyzed to highlight the complexity inherent in the construction of fruitful representational contexts with students. Prospective and experienced teachers' knowledge, dispositions, and patterns of thinking relative to representing mathematics for teaching are discussed. It is argued that attempts to help teachers develop their practice in the direction of teaching mathematics for understanding requires a deep respect for the complexity of such teaching and depends on taking teachers seriously as learners. A list of 62 references is provided. (CW)
Anmerkungen	National Center for Research on Teacher Education, 116 Erickson Hall, College of Education, Michigan State University, East Lansing, MI 48824-1034 ($5.35).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC