Greater Number of Larger Pieces: A Strategy to Promote Prospective Teachers' Fraction Number Sense Development [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	Olanoff, Dana; Feldman, Ziv; Welder, Rachael M.; Tobias, Jennifer M.; Thanheiser, Eva; Hillen, Amy F.
Titel	Greater Number of Larger Pieces: A Strategy to Promote Prospective Teachers' Fraction Number Sense Development [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), (7 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Preservice Teachers; Fractions; Mathematical Concepts; Concept Formation; Numbers; Knowledge Base for Teaching; Problem Solving; Teaching Methods; Comparative Analysis; Mathematics Instruction + Suchen Sie Ihr Suchwort? Bruchrechnung; Concept learning; Begriffsbildung; Zahlenraum; Teaching theory; Theory of teaching; Unterrichtstheorie; Problemlösen; Teaching method; Lehrmethode; Unterrichtsmethode; Mathematics lessons; Mathematikunterricht
Abstract	Prospective teachers (PTs) need opportunities to develop fraction number sense, yet little research has explicated how this development occurs. Our research team collaboratively designed a task targeted at helping PTs develop fraction number sense through an exploration of fraction comparison strategies. This paper focuses on developing one particular strategy, which we call Greater Number of Larger Pieces (GLP). We argue that understanding this strategy has the potential to support PTs' number sense, particularly in regards to the measure interpretation of fractions. Analysis of data from two iterations of this task (implemented by five mathematics teacher educators at five US institutions with 124 PTs) showed an improvement in the task's ability to naturally elicit the GLP strategy from PTs. We share our task, results from each iteration, and discuss modifications that we believe led to increased usage of the GLP strategy. [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