Measuring Shifts in Reasoning about Fraction Arithmetic in a Middle Grades Number and Operations Content Course [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (38th, Tucson, AZ, Nov 3-6, 2016).

Autor/inn/en	Kulow, Torrey; Izsák, Andrew; Stevenson, Dean
Titel	Measuring Shifts in Reasoning about Fraction Arithmetic in a Middle Grades Number and Operations Content Course [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (38th, Tucson, AZ, Nov 3-6, 2016).
Quelle	(2016), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Fractions; Arithmetic; Thinking Skills; Numbers; Number Concepts; Preservice Teachers; Growth Models; Achievement Gains; Student Surveys; Knowledge Base for Teaching; Mathematics Tests; Student Improvement; Mathematics Achievement + Suchen Sie Ihr Suchwort? Bruchrechnung; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Denkfähigkeit; Zahlenraum; Number concept; Zahlbegriff; Achievement gain; Leistungssteigerung; Schülerbefragung; Teaching theory; Theory of teaching; Unterrichtstheorie; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz
Abstract	The present study extends recent advances developing and applying measures of mathematical content knowledge for teaching. Recent research has demonstrated that the Diagnosing Teachers' Multiplicative Reasoning Fractions survey provides information about distinct but related components necessary for reasoning in terms of quantities when solving fraction arithmetic problems. The present study adds a new component of validity for the survey by examining the extent to which one pre-service teacher's growth in reasoning about fraction arithmetic, as indicated by assessments she completed for a middle grades numbers and operations course, was reflected in her performance on the survey. Results provide an existence proof that the survey is sensitive to shifts towards more proficient reasoning. [For the complete proceedings, see ED583608.] (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